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الرئيسية > Scrutinizing Algerian EFL Lear...>الوصف

Scrutinizing Algerian EFL Learners’ Collocational Knowledge and Vocabulary Level

المصدر: المجلة الجزائرية للأبحاث والدراسات
الناشر: جامعة محمد الصديق بن يحيى جيجل
المؤلف الرئيسي: Chioukh, Chadia (Author)
المجلد/العدد: مج7, ع3
محكمة: نعم
الدولة: الجزائر
التاريخ الميلادي: 2024
الشهر: يوليو
الصفحات: 151 - 169
ISSN: 2602-5663
رقم MD: 1524812
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch, HumanIndex
مواضيع:
التعليم العالي الجزائري | اللغة الإنجليزية | المفردات اللغوية | المواد التربوية | التراكيب اللفظية
كلمات المؤلف المفتاحية:
COLLEX 5 | Collocation | Collocational Knowledge | Correlation | Vocabulary Level | vocabulary Level Test COLLEX 5
رابط المحتوى:

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المستخلص: The present study investigates the relationship between collocational knowledge and vocabulary proficiency among Algerian EFL Master one students at Jijel University. A sample of 53 (out of 110) participants was examined using Laufer and Nation (1999) The Vocabulary-Size of Controlled Productive Ability Test, to assess their vocabulary level and the COLLEX 5 test, created by Gyllstad (2007) to scrutinize their collocational knowledge. Similarly, the study aims to determine the sample's proficiency in the two language aspects: vocabulary and collocations. More importantly, it seeks to disclose whether a correlation exists between these two aspects. Despite the well-documented significance of vocabulary and collocations in second/ foreign language acquisition, research in the Algerian context remains scarce. Hence, the present research attempts to fill the gap in this area by providing empirical evidence on any existing interplay between vocabulary level and collocational knowledge. The results yielded in both tests were analysed via SPSS through the use of Pearson correlation. The findings revealed that many of the participants showed an average level of English collocational knowledge. Meanwhile, a considerable portion demonstrated a low vocabulary level. As for the interconnectedness of the two aspects, the explanatory correlational analysis revealed a strong interplay (p-value=.670). Eventually, the findings underscore the imperative of integrating pedagogical materials to instruct vocabulary and collocations in Algerian higher education effectively.
ISSN: 2602-5663

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