Abstract

This study examines the effect of explicit and implicit instruction on the acquisition of verb + noun collocations. It also investigates L2 learners' attitudes about learning collocations both explicitly and implicitly. Forty intermediate level Egyptian L2 learners of English were given a collocations familiarity test from which the researcher chose the 21 least familiar target collocations to include in the study. Two experimental groups composed of 20 participants each were taught the target collocations through reading, listening and speaking activities. One group was taught with the explicit method and the other was taught with the implicit method. A post-test was administered to both groups assessing both their receptive and productive acquisition of the target collocations. A Likert scale survey was conducted on the 40 participants to investigate the students' attitudes toward learning collocations. The results of the t-test indicated that the group of learners who learned collocations explicitly significantly improved their receptive and productive knowledge of the verb + noun collocations. The general attitude of both groups about learning collocations was positive, as most of the participants expressed interest in learning collocations in the future and felt that that learning collocations would raise their language proficiency level.

Degree Name

MA in Teaching English to Speakers of Other Languages

Graduation Date

6-1-2014

Submission Date

May 2014

First Advisor

Fredricks, Lori

Committee Member 1

Fredricks, Lori

Committee Member 2

Williams, Robert

Extent

106 p.

Document Type

Master's Thesis

Library of Congress Subject Heading 1

English language -- Study and teaching -- Egypt.

Library of Congress Subject Heading 2

Teaching English as a Foreign Language. local DAR

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

Comments

I would like to extend my sincerest thanks and gratitude to My adviser, Dr. Lori Fredricks, for her invaluable and precious input and guidance My second reader, Dr. Marilyn Plumlee & my third reader, Dr. Robert Williams for their extensive feedback and support My role model Dr. Mar Shalaby, for her great support and encouragement My family, Hesham, Hayam, Mar, Abdelrahman, Hany, Haitham, Madiha & Essam for always standing by me in all my endeavors My friends, Mo, Lydia, Di and Karim For their support Dr. Atta Gerbil for his great guidance Without their help and encouragement, this thesis would never have been accomplished.

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