| Pre-Service Teachers’ Knowledge and Perceptions of Teaching Collocations to EFL Learners |
| کد مقاله : 1005-CNF |
| نویسندگان |
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معصومه صفری1، محبوبه تقی زاده *2 1گروه زبانهای خارجی، دانشگاه علم و صنعت ایران] رسالت، تهران، ایران 2استادیار گروه زبانهای خارجی، دانشگاه علم و صنعت ایران، رسالت، تهران، ایران |
| چکیده مقاله |
| Despite a large body of research on teaching and learning collocations, it appears that there has been little study investigating pre-service teachers’ professional knowledge of teaching collocations to EFL learners. This study thus explored pre-service teachers’ knowledge and perceptions of teaching collocations. The instruments administered to 100 pre-service teachers included a questionnaire with 10 open-ended items and an interview with eight questions. The results indicated that pre-service teachers held a positive attitude toward teaching collocations and preferred implicit teaching of collocation more than explicit one through contextualization and consciousness-raising activities. They also held the view that collocations could be taught indirectly through games, movies, technological tools, and pictures. They also stated that as language includes prefabricated structures appearing in chunks, teaching and learning collocation should be seriously taken into account to enhance EFL learners’ knowledge of language. Considering assignments, tasks of filling in the blanks, matching, using collocations in written and spoken texts were the most frequent ones. Regarding challenges of teaching collocation, first language interference was reported as the main challenge. The findings recommend teacher educators to enhance the professional knowledge of pre-service teachers about teaching collocations. |
| کلیدواژه ها |
| teaching collocations, EFL learners, knowledge of collocations, pre-service teachers, teacher professional development |
| وضعیت: چکیده برای ارائه پذیرفته شده است |