Noticing collocation in reading : a case study of TOEFL learners

Abstract

 In this study, noticing collocation in reading is examined through a qualitative multiple-cases study approach. Five TOEFL learners (from mainland China) at a language institution participated in a six-week reading intervention, which incorporated collocation orientation, noticing instructions, and in-class practice tests. Data collected included vocabulary tests (N=5), pre-collocation tests (N=5), post-collocation tests (N=5), six in-class practice tests per participant (N=30), two questionnaire surveys per participant (N=10), and three semi-instructed interviews per participant (N=15). Analyses focus primarily on the effectiveness of integrating collocation learning into reading class and learners’ perceptions and attitudes toward the collocation noticing instructions. It was found that learners deemed useful the collocation learning and input-enhancement approaches, especially the one with Chinese glossary embedded into reading texts, while they found self-directed noticing collocations challenging. The findings suggest that language teachers, especially TOEFL teachers, should not only incorporate the collocation teaching into their class at an early stage and by multiple awareness raising methods but also encourage learners to notice and search for collocation on their own.