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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
대한영어영문학회 영어영문학연구 영어영문학연구 제34권 제4호
발행연도
2008.1
수록면
261 - 282 (22page)

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The purpose of this study was to analyze Korean university EFL learners’ “adjective+noun” collocational competency and make instructional suggestions based on the results of the analyses. Twenty-four students, respectively, in their first and fourth year of study were given cloze test which consisted of 40 collocation questions. Both groups’ results were quantitatively analyzed first to see for any “distinctive patterns” that would emerge. Then, any notable or significant answers that emerged were qualitative analyzed. According to this study, the following 4 points must be observed in the teaching of English “adjective+noun” collocation: 1) There is a clear need to incorporate “collocation-rich” texts into the teaching of spoken and written English. 2) EFL learners should be exposed to “synonym study” beginning with the most frequent adjectives found in the “adjective+noun” collocation. 3) EFL learners should be given a task where they list all the phrases to do with certain subjects which would make them focus on lexical sets as a way of building up word associations and their knowledge of collocation (Willis & Willis, 1996). 4) Give EFL learners two sets of partial sentences to match in a pair work and later reinforce it through a writing task.

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