Teaching Collocations in the Classroom

Meanwhile, Lee (2007) believes that influencing semantic processing is not the influence of L1, but development of proficiency that affects processes. In the research by Jiang (2000, 2002, 2004), Lee (2007) opposed this hypothesis though proposed a "semantic transition hypothesis" where the transition from L1 to L2 takes place in three stages. In his study, we compared three ESL advanced groups to form a different L1 background, indicating that there is no cross signal effect.

Using the actual reading text is an effective way to teach collocation. In the classroom, Lewis (2000) also suggested that the teacher should choose the correct text with different types of collocations. These texts can be used to enhance reading practice. But this alone is not enough to get the knowledge of the game. Krashen (1985) pointed out that sufficiently understandable input is the source of language acquisition. Collocation of various kinds of texts, such as newspapers, magazines, and storybooks. It is good for learners to read collocations in these actual texts and remember them in the notebook. In addition, large reading provides a background for learners to make it easy to understand the meaning of collocation.

Woolard (2000) noted that improving learners' understanding of the importance of collocation is a good way to help them notice them. The teacher needs to explain the reason of collocation, learn the importance of collocation in language acquisition, and then inform the learner that the word is not used orphaned. Understanding collocation can not only help them quickly receive (listen to) and save languages, but also can generate languages ​​naturally and accurately. For example. This is an effective way to teach reading, ask the learner to recognize collocation in the text and have them list collocation. When teaching spoken language, the teacher can ask the learner to predict collocation of words. It also helps learners acquire autonomy of learners when reading newspapers, listening to the radio, watching television, talking to other people in English.

As we all know, collocation plays an important role in second language learning, especially intermediate and advanced levels. Collocation can promote verbal communication of learners, improve understanding of listening and improve reading speed. Teaching Mix also allows students to understand the language blocks that native speakers use for speech and lighting. This research analyzes production data through multiple selection tests and essay tasks and investigates the use of collocation by learners. Thirty Iranian graduate students participated in this study, judged the collocation mistakes they did, and found the basis for their difficulties. The result shows that the learner is difficult in writing to collocate vocabulary and grammar. There are two main points. If you do not teach collocation, you will ignore many projects that express simple and accurate complex ideas.