Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Investigating the effect of explicit and implicit instruction on the acquisition of verb + noun collocations: a case of L2 Egyptian learners
This study examines the effect of explicit and implicit instruction on the acquisition of verb + noun collocations. It also investigates L2 learners' attitudes about learning collocations both explicitly and implicitly. Forty intermediate level Egyptian L2 learners of English were given a collocatio...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Published: |
AUC Knowledge Fountain
2014
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613416268496896 |
|---|---|
| access_status_str | Open Access |
| author | Kamal, Omneya Hesham |
| author_browse | Kamal, Omneya Hesham |
| author_facet | Kamal, Omneya Hesham |
| author_sort | Kamal, Omneya Hesham |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. |
| description | This study examines the effect of explicit and implicit instruction on the acquisition of verb + noun collocations. It also investigates L2 learners' attitudes about learning collocations both explicitly and implicitly. Forty intermediate level Egyptian L2 learners of English were given a collocations familiarity test from which the researcher chose the 21 least familiar target collocations to include in the study. Two experimental groups composed of 20 participants each were taught the target collocations through reading, listening and speaking activities. One group was taught with the explicit method and the other was taught with the implicit method. A post-test was administered to both groups assessing both their receptive and productive acquisition of the target collocations. A Likert scale survey was conducted on the 40 participants to investigate the students' attitudes toward learning collocations. The results of the t-test indicated that the group of learners who learned collocations explicitly significantly improved their receptive and productive knowledge of the verb + noun collocations. The general attitude of both groups about learning collocations was positive, as most of the participants expressed interest in learning collocations in the future and felt that that learning collocations would raise their language proficiency level. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-2165 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:47.730Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-2165 Investigating the effect of explicit and implicit instruction on the acquisition of verb + noun collocations: a case of L2 Egyptian learners Kamal, Omneya Hesham This study examines the effect of explicit and implicit instruction on the acquisition of verb + noun collocations. It also investigates L2 learners' attitudes about learning collocations both explicitly and implicitly. Forty intermediate level Egyptian L2 learners of English were given a collocations familiarity test from which the researcher chose the 21 least familiar target collocations to include in the study. Two experimental groups composed of 20 participants each were taught the target collocations through reading, listening and speaking activities. One group was taught with the explicit method and the other was taught with the implicit method. A post-test was administered to both groups assessing both their receptive and productive acquisition of the target collocations. A Likert scale survey was conducted on the 40 participants to investigate the students' attitudes toward learning collocations. The results of the t-test indicated that the group of learners who learned collocations explicitly significantly improved their receptive and productive knowledge of the verb + noun collocations. The general attitude of both groups about learning collocations was positive, as most of the participants expressed interest in learning collocations in the future and felt that that learning collocations would raise their language proficiency level. 2014-06-01T07:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/1166 https://fount.aucegypt.edu/context/etds/article/2165/viewcontent/Omneya_Thesis_20final_20Draft_20REVISED3_May_2027_202014.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. Theses and Dissertations AUC Knowledge Fountain English language--Study and teaching |
| spellingShingle | English language--Study and teaching Kamal, Omneya Hesham Investigating the effect of explicit and implicit instruction on the acquisition of verb + noun collocations: a case of L2 Egyptian learners |
| title | Investigating the effect of explicit and implicit instruction on the acquisition of verb + noun collocations: a case of L2 Egyptian learners |
| title_full | Investigating the effect of explicit and implicit instruction on the acquisition of verb + noun collocations: a case of L2 Egyptian learners |
| title_fullStr | Investigating the effect of explicit and implicit instruction on the acquisition of verb + noun collocations: a case of L2 Egyptian learners |
| title_full_unstemmed | Investigating the effect of explicit and implicit instruction on the acquisition of verb + noun collocations: a case of L2 Egyptian learners |
| title_short | Investigating the effect of explicit and implicit instruction on the acquisition of verb + noun collocations: a case of L2 Egyptian learners |
| title_sort | investigating the effect of explicit and implicit instruction on the acquisition of verb noun collocations a case of l2 egyptian learners |
| topic | English language--Study and teaching |
| url | https://fount.aucegypt.edu/etds/1166 https://fount.aucegypt.edu/context/etds/article/2165/viewcontent/Omneya_Thesis_20final_20Draft_20REVISED3_May_2027_202014.pdf |
| work_keys_str_mv | AT kamalomneyahesham investigatingtheeffectofexplicitandimplicitinstructionontheacquisitionofverbnouncollocationsacaseofl2egyptianlearners |