İngilizcenin yabancı dil olarak öğretiminde fiil+isim eşdizimliliklerinin tasarlanmış ve rastlantısal olarak öğretimi

The study examined the efficacy of explicit (collocation-focused) and incidental (meaning-focused) teaching of the formal and semantic aspects of L2 collocations. Three instructional conditions were created in the study to reveal the extent to which eight previously unknown verb + noun collocations were learned by Turkish adult intermediate learners as they were exposed to collocations in; (1) an explicit teaching condition, (2) an incidental teaching condition and (3) an incidental teaching condition + higher encounter frequency. Learning gains from the three types of instruction were measured with an immediate test and a delayed post-test with four sub-sections, i.e. (i) two form recognition tests, (i) a meaning recognition test (iii) a reading cloze test. The scores of the three groups were compared using ANOVA and post hoc tests. To measure attrition of learning gains, scores from the immediate test and the delayed post-test were compared using t-tests. Also, repeated ANOVA was used to compare the three groups in terms of their retention profiles. The analysis of the three groups? scores revealed that explicit collocation instruction was more effective than the two incidental teaching conditions in terms of learners? performance in the four test sections. It was also found that knowledge of collocations acquired in the explicit teaching condition was not prone to attrition as revealed by the delayed post-test mean scores of the three groups. The analysis of the mean scores of the two incidental teaching groups demonstrated that both incidental learning conditions in the study can lead to some learning gains. Especially, the incidental teaching condition involving higher frequency of encounter was found to result in higher learning gains than the other incidental teaching condition which did not involve higher encounter frequency.