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Investigating Teachers’ Attitudes towards Teaching Lexical Collocations to Improve EFL Learners’ Speaking Fluency
| المصدر: | المجلة الجزائرية للأبحاث والدراسات |
|---|---|
| الناشر: | جامعة محمد الصديق بن يحيى جيجل |
| المؤلف الرئيسي: | Benalileche, Asma (Author) |
| مؤلفين آخرين: | Fadel, Mohamed Rafik (Co-Author) |
| المجلد/العدد: | مج7, ع2 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| الشهر: | أفريل |
| الصفحات: | 90 - 104 |
| ISSN: |
2602-5663 |
| رقم MD: | 1494081 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Lexical Collocations | Speaking Fluency | Attitudes | Practices | Teaching Collocations
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
Collocations are considered one of the most challenging components of second and foreign language acquisition due to their huge existing number and arbitrariness. The present study aims to explore whether or not EFL teachers teach lexical collocations. It also aims at investigating EFL teachers’ attitudes towards teaching lexical collocations and their practices in teaching them to improve their learners’ speaking fluency. In order to achieve the predetermined objectives, an exploratory descriptive method was adopted using a questionnaire as a data collocation tool. The questionnaire was designed and distributed to 20 oral expression teachers at the department of English, University of Mohammed Seddik Ben Yahia -Jijel. The results revealed that teachers do not sufficiently focus on teaching lexical collocations in the speaking class, even though they are aware of their importance in the learning process, and failure in teaching them would negatively impact students’ overall language performance. Additionally, teachers hold positive attitudes towards lexical collocation teaching to improve EFL students’ speaking fluency, and indicated some practices that could prevent its full implementation. |
|---|---|
| ISSN: |
2602-5663 |
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