THE IMPACT OF EXPLICIT TEACHING OF VERB COLLOCATIONS ON IMPROVING UPPER-INTERMEDIATE EFL LEARNERS’ WRITING SKILL

Sajjad Poori Moghadam, Majid Pourmohammadi

Abstract


Although impeccable development of collocation is of critical concern to second language acquisition, EFL learners may find it excessively demanding to deal. Therefore, the present study investigated the impact of teaching verb collocation as an assimilated element of collocations on improving Iranian upper-intermediate EFL learners’ writing ability via explicit teaching as the leading method. Results of numerous studies have shown learners’ understanding of collocations may highly depend on their levels of English language. In this study, first, 100 upper-intermediate candidates have been invited to meet the required standards accordingly. Then 40 participants were selected by conducting an Oxford Placement Test. A quasi-experimental design was applied with the steps of inquiring about the outcome, a pretest and subsequently a posttest administered based on MELAB paper-based writing test to assess their competence by the standards of the MELAB writing rating scale. The findings acknowledged the problematic elements and suggested rational solutions which may have further implications for syllabus designers, learners, and teachers principally.

 

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explicit teaching, verb-collocation, writing skill

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References


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DOI: http://dx.doi.org/10.46827/ejae.v8i2.4875

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