Year: 2022
Type: article
Abstract: Collocations play a significant role in language teaching and learning. In an environment where English is taught as a foreign language, English textbooks are the major source of exposure for learners. Therefore, this study investigates (1) the compatibility of collocations targeted to high frequency collocations suggested in the literature, and (1) how collocations targeted are reused throughout the textbook series. An English corpus of 312,770 word tokens was built from the textbook series from which 13,292 collocations of verb-noun and 11,079 collocations of adjective-noun patterns were identified. The study found that the frequencies of occurences of collocation tokens an collocation types increase gradually from one grade level to the next. Collocations that the textbook series intentionally introduce to the learner account for only 10,5% of the high frequency collocations in an academic collocation list. 11,4 % of the targeted collocations were duplicated in different units, and 19,3% were identified not high frequency collocations. 76% of collocations targeted are reused not to the point that learners can retain and be ready to use. Based on the findings, the study discusses some implications for collocation teaching and material designing.
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4387919281