Kelime öğretiminde birlikte kullanım farkındalığı geliştirmek

This study aimed to investigate to what extent explicit instruction ofvocabulary in collocations, using different techniques, develops collocationalawareness in students, and whether such instruction has any enhancing effect on theretention of vocabulary.Eight intact groups of 160 EFL students of upper-intermediate proficiencylevel under the supervision of their regular course teachers participated in this study.Four of the groups were assigned as the experimental group and received vocabularyinstruction focusing on collocations, while the remaining four were assigned as thecontrol group and received instruction concentrating on single words. For thisinvestigation, a vocabulary retention test , which was administered as the pre-andpost-test, three tasks for the three treatment sessions, transcriptions of verbalprocesses of one of the experimental groups, and retrospective interviews with theparticipant instructors were used as data collection devices.iiiThe analyses of the qualitative data showed that the participants developedawareness to the extent that they could identify collocations in any text andcategorize lexical collocations. The analyses of the quantitative data revealed thatvocabulary instruction in collocations yielded far better results in terms ofvocabulary retention.In the light of the findings of this study, explicit instruction of vocabulary incollocations, using different techniques, is highly recommended for developingcollocational competence and better retention of vocabulary.Key Words: Vocabulary Retention, Collocationsiv