The purpose of this study is to analyze the effects of explicit and implicit collocation teaching on middle school advanced learners' verb-collocation learning. Also, this research will explore how these two collocation teaching methods affect verb-co... The purpose of this study is to analyze the effects of explicit and implicit collocation teaching on middle school advanced learners' verb-collocation learning. Also, this research will explore how these two collocation teaching methods affect verb-collocation learning along with other collocation types, including grammatical collocation and lexical collocation. Among various types of collocation, this study will focus on verb plus preposition as grammatical collocation and verb plus noun as lexical collocation. The target collocations were based on the classification of Benson, Benson and Ilson (1997), and were composed of verb-collocation included in the textbook. For the study, 65 middle school students participated in a 20-minute experiment conducted six times and were divided into two groups, the explicit collocation teaching group and the implicit collocation teaching group. Before the experiment, a pre-test was administrated to two groups to examine whether or not they qualify as a homogeneous group. Pre-experimental questionnaire was also carried out to investigate vocabulary learning strategies and understanding of collocation. After the experiment, a post-test and a post-questionnaire were taken to analyze the effects of explicit and implicit collocation learning on verb-collocation learning. For the experiment, a verb-collocation teaching model was reconstructed based on the language developmental stage in the classroom suggested by Willis (2003) and vocabulary teaching strategies proposed by Nation (2008). Willis's language use in the classroom was applied to this study as teaching stages and Nation's (2008) vocabulary teaching strategies was used as collocation teaching techniques according to the different properties of the two groups. The results of this research can be summarized as follows: first, both explicit and implicit collocation teaching had a positive effect on verb-collocation learning. However, there was no significant difference between the effects of explicit and implicit collocation teaching. This indicates that the verb-collocation teaching model, which this study created based on Willis's(2003) language use in the classroom and Nation's (2008) vocabulary teaching strategies, was an effective method for both groups. This also shows advanced learners who have vocabulary knowledge did not have trouble guessing unknown words contextually when they learned collocation in an implicit way. Second, according to the types of collocation, there were different test results. Comparing the score between grammatical collocation (verb plus preposition) and lexical collocation (verb plus noun) in the collocation test, the score for the lexical collocation (verb plus noun) in the implicit collocation learning group was better than the explicit collocation learning group's. This indicates that the verb plus noun collocation type can be achieved effectively when learners notice nouns following verbs in context. Third, in the grammatical collocation type (verb plus preposition), there was no important difference between the effects of explicit and implicit collocation teaching. However, if the data is expanded, the score of grammatical collocation in the explicit collocation learning group will be better than the implicit collocation learning group’s. It’s because Korean students have a hard time studying prepositions, which the Korean language do not have. Therefore, prepositions should be taught in an explicit way so that learners raise their consciousness on the verb plus preposition collocation type. Based on the above findings, the following can be suggested: first, it is necessary to find a way to combine explicit and implicit collocation teachings. Each method of collocation teaching will provide a different effect on verb-collocation learning. Verb-collocation can also be taught more effectively if both methods of collocation teaching are utilized. Second, an effective implicit collocation teaching method should be created for lower proficiency learners. They have difficulty inferring the meanings of unfamiliar words from their context in reading outside the classroom because of their insufficient vocabulary. Finally, it is essential to study the effect of collocation teaching on productive skills such as speaking and writing because the ultimate goal of learning collocation is to improve communication. ，韩语毕业论文，韩语论文 |
