An application of collocations in teaching academic speaking a case study at dongnai technology university

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH UNIVERSITY OF TECHNOLOGY - NGUYEN NGOC MINH AN APPLICATION OF COLLOCATIONS IN TEACHING ACADEMIC SPEAKING: A CASE STUDY AT DONGNAI TECHNOLOGY UNIVERSITY Major: English Language Course code: 60220201 HO CHI MINH CITY, May 2021 I MINISTRY OF EDUCATION AND TRAINING HO CHI MINH UNIVERSITY OF TECHNOLOGY - AN APPLICATION OF COLLOCATIONS IN TEACHING ACADEMIC SPEAKING: A CASE STUDY AT DONGNAI TECHNOLOGY UNIVERSITY Submitted to the Faculty of English Linguistics In partial fulfillment of the Master’s degree in English Linguistics Course code: 16SNA21 By NGUYEN NGOC MINH Supervised by NGUYEN VU PHUONG, Ph.D HO CHI MINH, DECEMBER 2020 II The thesis entitled AN APPLICATION OF COLLOCATIONS IN TEACHING ACADEMIC SPEAKING: A CASE STUDY AT DONGNAI TECHNOLOGY UNIVERSITY was successfully defended and approved on March 30th, 2021 at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor: NGUYEN VU PHUONG, Ph.D Examination Committee: LE THI KIEU THU, Ph.D Chair TRAN QUOC THAO, Ph.D Reader CAO THI PHUONG DUNG, Ph.D Reader NGUYEN NGOC TRAN CHAU, Ph.D Member LE VAN TUYEN, Ph.D Secretary member On the behalf of Examination Committee Chair III CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today, entitled: An Application of Collocations in Teaching Academic Speaking: A Case Study at DongNai Technology University In terms of the statement of requirements for Theses in Master’s Programs issued by the Higher degree Committee of Faculty of English Linguistics, Ho Chi Minh City University of Technology Ho Chi Minh, December 2020 NGUYEN NGOC MINH IV RETENTION AND USE OF THE THESIS I hereby state that I, Nguyen Ngoc Minh, being a candidate for the degree of Master of Arts (English Linguistics) accept the requirements of the University relating to the retention and uses of Master’s Theses deposited in the library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan and reproduction for theses Ho Chi Minh, December 2020 Signature NGUYEN NGOC MINH V ACKNOWLEDGEMENTS Many individuals have left their imprints in my path of exploring knowledge and in the course of doing this thesis I would like to acknowledgement their assistance, cooperation and encouragement without which this study would not have been completed First and foremost, I would like to express my whole-hearted appreciation to my supervisor, Mr Nguyen Vu Phuong Ph.D for his dedicated assistance and valuable advice without which this paper cannot come into life He also shed light on the field of Research Methodology and reminded me of the contribution of us, English teachers and educators to the development of national Education and for the generations of elite learners who are fluent English users and confidently ready for the new era of global citizens and international integration Secondly, I also would like to send my deep gratitude to DongNai Technology University who gave me the permission to conduct this study at university classes and their constant encouragement and timely support as well as all the Teacher Care staffs for their kind support in arranging classes and schedules, lending my all the facilities and resources I needed in order to complete this thesis Many truthful thanks also extended to all the TESOL lecturers and teaching staffs at HUTECH for their dedication and great support during my Master course here In addition, this thesis cannot be completed without 106 students in my classes who enthusiastically took part in the pre-test, post-test, the questionnaires and the experimental class which brought out the significant results and pedagogical implications of this research Finally, my special thanks would like to go to my family and friends for their support and encouragement within my research doing time VI ABSTRACT The study of collocations is also crucial to improve learners’ communicative competence in English Hence, this study is conducted in the context of DongNai Technology University Vietnam to investigate the roles of collocation instructions on learners’ speaking performance in the format of the IELTS test The study adopted a quasi-experimental design in a period of eight weeks in the course of entitled Communicative Speaking with the expected learning outcomes of intermediate levels of the IELTS test The study used both qualitative and quantitative instruments including test, questionnaire, and interview from a corpusbased approach The findings of the study have proved that collocation instruction played an important role in enhancing learners’ communicative competence in fluency and grammatical range and accuracy In addition, the implementation entailed the higher degree of positivity in the perceptions of learners towards the new model in speaking lessons in terms of confidence and cultural sensitivity However, the study had to handle a number of obstacles in the application such as time constraint, complexity of the collocations, and de-motivation of difficulties in the acquisition of collocation This study has also proposed a number of strategies and suggestions for other teachers in different rationales to maximize the effectiveness of collocation instruction in speaking improvement Keywords: Collocation; corpus; speaking performance, fluency VII TABLE OF CONTENT CERTIFICATE OF ORIGINALITY IV RETENTION AND USE OF THE THESIS V ACKNOWLEDGEMENTS VI ABSTRACT VII LIST OF TABLES VIII LIST OF FIGURES IX LIST OF ABBREVIATIONS AND SYMBOLSXVError! Bookmark not defined CHAPTER 1: INTRODUCTION………………………………………………… 1.1 Backgrounds of the study ······························································· 1.2 Statement of the problem ································································ 1.3 Research aims and objective ··························································· 1.4 Research questions ······································································· 1.5 Significance of the study ································································ 1.6 Scope of the study ········································································ 1.7 Definition of key terms .7 1.8 Preview of the organization ···························································· VIII CHAPTER 2: LITERATURE REVIEW ················································ 2.1 Definitions of collocations ······························································ 2.2 Classifications of collocations ······················································· 11 2.3 Speaking and its issues ································································ 16 2.4 The significance of collocations in speaking performance ······················· 18 2.4.1 The enhancement of fluency ···················································· 18 2.4.2 The vocabulary development in collocation training ························· 20 2.4.3 The driver for cultural sensitivity ··············································· 20 2.5 Possible issues in learning collocations ·········································· 21 2.6 Procedures of collocation instruction ················································ 22 2.7 The empirical benefits of collocation instructions on speaking performance ·· 23 2.7.1 The perceptions of learners in collocation training ··························· 25 2.7.2 Learners’ speaking performance ················································· 25 2.7.3 Challenges of learning collocations ············································ 27 2.8 The conceptual framework ··························································· 31 2.9 Summary ················································································ 32 CHAPTER RESEARCH METHODOLOGY ····································· 33 3.1 Research design ········································································· 33 3.2 Research site ············································································ 35 3.3 Sample and Sampling procedure ····················································· 36 3.4 Research instruments ·································································· 39 3.5 Data collection procedure ···························································· 43 IX 3.6 Data analysis procedure ······························································· 46 CHAPTER RESULTS & DISCUSSIONS ·········································· 48 4.1 The comparison of EG and CG speaking performance ··························· 48 4.1.1 The comparison of EG and CG speaking performance in overall score ··· 59 4.1.2 The comparison of EG and CG speaking performance in fluency and coherence ····················································································· 50 4.1.3 The comparison of EG and CG speaking performance in lexical resource 51 4.1.4 The comparison of EG and CG speaking performance in grammatical range and accuracy ·················································································· 53 4.1.5 The comparison of EG and CG speaking performance in pronunciation ·· 54 4.1.6 The comparison of EG and CG speaking performance in the frequencies of collocation usage ············································································· 56 4.1.7 The correlation between the frequencies of collocations and speaking assessment ··················································································· 57 4.1.8 The relationship between the frequency of collocations and the criteria ·· 61 4.1.9 The internal comparison of the mean score fluctuation in EG and CG ···· 66 4.2 Learners’ perceptions towards the usefulness of collocation instruction in academic speaking ·········································································· 68 4.3 Learners’ challenges in the acquisition of English collocations ················· 69 4.3.1 The lack of time ································································· 69 X discourse markers but not always rarely cause comprehension throughout, though appropriately problems mispronunciation of individual words or sounds reduces clarity at times • usually maintains flow of speech • manages to talk about familiar • produces basic sentence forms • shows all the positive features of but uses repetition, self and unfamiliar topics but with reasonable accuracy correction and/or slow speech uses vocabulary with limited • uses a limited range of more to keep going flexibility with mixed success but usually contain errors and may cause • produces simple speech fluently, the positive features of Band complex structures, but these • may over-use certain connectives • attempts to use paraphrase but and discourse markers Band and some, but not all, of some comprehension problems more complex communication causes fluency problems • cannot without • is able to talk about familiar respond noticeable pauses and • produces basic sentence forms may topics but can only convey and speak slowly, with frequent basic meaning on unfamiliar sentences repetition and self-correction topics and makes frequent structures are rare • links basic sentences but with repetitious use of some correct but simple subordinate • uses a limited range of pronunciation features • attempts to control features but lapses are frequent • errors are frequent and may lead • mispronunciations are frequent errors in word choice • rarely attempts paraphrase to misunderstanding simple connectives and some and cause some difficulty for the listener breakdowns in coherence • speaks with long pauses • has limited ability to link simple sentences • gives only simple responses • uses simple vocabulary convey personal information • has insufficient vocabulary for less familiar topics all, of the positive features of utterances Band • pauses lengthily before most • only produces isolated words or • cannot produce basic sentence • Speech is often unintelligble words memorised utterances forms • little communication possible • no communication possible • no rateable language Band and some, but not relies on apparently memorised memorised expressions convey basic message with limited success, or • makes numerous errors except in and is frequently unable to to • attempts basic sentence forms but • shows some of the features of • does not attend 98 APPENDIX D SAMPLE IELTS SPEAKING TEST FOR PRE-TEST AND POST-TEST PART Individual interview Email: What kinds of emails you receive about your work or studies? Do you prefer to email, phone or text your friends ? [Why?] Do you reply to emails and messages as soon as you receive them? [Why/Why not?] Are you happy to receive emails that are advertising things? [Why/Why not?] PART Individual Long Run Describe a hotel you know You should say: -Where this hotel is - What this hotel looks like - What facilities this hotel has And explain whether you think this is a nice hotel to stay in You will have to talk about the topic for one to two minutes You have one minutes to think about what you are going to say You can make some notes to help you if you wish PART Discussion 99 Staying in hotels -What things are important when people are choosing a hotel? - Why some people not like staying in hotels? - Do you think staying in a luxury hotel is a waste of money? Working in a hotel - Do you think hotel work is a good career for life? - How does working in a big hotel compare with working in a small hotel? -What skills are needed to be a successful hotel manager? 100 APPENDIX E: THE OVERVIEW OF THE TEST FORMAT Part – Introduction and interview In this part, the examiner introduces him/herself and checks the test Task type and format takers' identity They then ask the test takers general questions on some familiar topics such as home, family, work, studies and interests To ensure consistency, questions are taken from a script Part lasts for 4–5 minutes This part of the test focuses on the ability to communicate opinions and information on everyday topics and common experiences or Task focus situations by answering a range of questions No questions of Variable Part – Long turn 101 Part is the individual long turn The examiner gives the test takers a task card which asks the test takers to talk about a particular topic, includes points to cover in their talk and instructs the test takers to explain one aspect of the topic Test takers are given one minute to prepare their talk and are given a pencil and paper to make notes The examiner asks the test Task type takers to talk for to minutes, stops the test takers after minutes, and and format asks one or two questions on the same topic Using the points on the task card effectively, and making notes during the preparation time, will help the test takers think of appropriate things to say, structure their talk, and keep talking for minutes Part lasts 3–4 minutes, including the preparation time This part of the test focuses on the ability to speak at length on a given Task focus topic (without further prompts from the examiner), using appropriate language and organising ideas coherently It is likely that the test takers will need to draw on their own experience to complete the long turn No of questions Variable Part – Discussion 102 In Part 3, the examiner and the test takers discuss issues related to the Task type and topic in Part in a more general and abstract way and, where format appropriate, in greater depth Part lasts 4–5 minutes This part of the test focuses on the ability to express and justify Task focus No questions opinions and to analyse, discuss and speculate about issues of Variable 103 APPENDIX F: COURSE OUTLINE The course book consists of eight units, each includes two lessons in two hours for one day The framework of the course is indicated below: No Theme Exam skills Learning Language focus strategies Relationships Speaking about -Answering Part -Adjective and your family (Part 1) questions noun -Extending Part collocations for family answer -Adverbs of frequency Places buildings and Speaking about Lexical your hometown and accuracy (Part 1) resource -Preposition to describe a town -Adjectives and collocations to describe a town -Pronunciation of the past simple tense Education employment and Speaking work and about -Organizing your -Adjectives and study talks 104 collocations to (Part & 2) -Using heading in describe questions feelings and experiences Food and drink Talking about food -Expressing -Vocabulary for and meal (Part & opinions food 2) -Using the preparation and cooking time -Countable and in part uncountable -Organizing a part noun talk Consumerism Describing a shop Developing ideas -Using (Part 2) in Part effective intonation -Collocations for consumerism Leisure time Sports and hobbies -Extending (Part 2) talk your -Describing experiences -Dealing with part -Language follow-up give reasons questions -Pronunciation of 105 to weak and strong words Fame and the media -A famous person -Linking ideas in -Linking words (Part 2) part and part -Fame and media -Analysis (Part 3) - Vocabulary to of give reasons differences between part Collocations about media and part Natural world The natural world Developing -Vocabulary for (Part and 3) the answers for part natural world -Language to give examples - Nouns and collocations about the natural world 106 APPENDIX G LESSON PLANS SAMPLE LESSON PLAN - TRADITIONAL CLASS Unit LEISURE TIME (cont) Time allotted: 45 minutes Unit Speaking Section (Continued) LEISURE TIME Lesson aim: Learners will be able to generate a small talk about leisure time Expected Learning outcomes - Remember the characteristics of IELTS speaking part - Understand the purpose of the question - Apply the strategies to plan the content of the talk - Generate an effective small talk in a restricted amount of time - Evaluate the peers’ performance in speaking Duration: 45 minutes Material: - Crosthwaite, P., Hutchison, S., Wijayatilake, C., Souza, D N., Archer, G., Passmore, L., Loewenthal, M., & Uddin, J (2017) Mindset for IELTS Level Student’s Book with Testbank and Online Modules: An Official Cambridge IELTS Course (Cambridge English) (1st ed.) Cambridge University Press - Facilities: projector, slides, color markers, white paper, white boards Anticipated problems Possible solutions Learners may have no ideas to discuss Hint the speech with Wh-word and scaffolding Learners may lack lexis to describe Elicit vocabulary Learners may have argument with Assign learners with turn-taking 107 peers for disagreements and critical discussion Time Procedure Mode of interactions 5’ Warm-up questions Teacher-learner Teacher asks learners some general questions about favorite leisure activities - What you in your free time? - Do you prefer to spend leisure time at home or outdoor? - What are the roles of leisure activities 10’ Pre-teaching - Teacher introduce the guideline for the requirement of the speaking section Teacher lecturing - Learners read out loud the question in exercise 11 page 125 and analyse the question - T elicits the vocabulary and collocations to be used for the theme of new sports or hobby 25 - Learners will work individually to prepare for their speech (5 minutes) - Learners work in pair to practice speaking section and give and receive feedback from peers (10 minutes) - Teacher invites randomly learners to stand in front of the class to perform the speech - Teacher invites other learners to give feedback and comments 108 Learner Learner-learner 5’ - Teacher gives corrections Teacher -learner Post-teaching Teacher Teacher summarises the common mistakes for vocabulary and speech performance and consolidate the lesson SAMPLE LESSON PLAN - EXPERIMENTAL CLASS Unit LEISURE TIME (cont) Time allotted: 45 minutes Unit Speaking Section (Continued) LEISURE TIME Lesson aim: Learners will be able to generate a small talk about leisure time Expected Learning outcomes - Remember the characteristics of IELTS speaking part - Understand the purpose of the question - Apply the strategies to plan the content of the talk - Generate an effective small talk in a restricted amount of time - Evaluate the peers’ performance in speaking Duration: 45 minutes Material: - Crosthwaite, P., Hutchison, S., Wijayatilake, C., Souza, D N., Archer, G., 109 Passmore, L., Loewenthal, M., & Uddin, J (2017) Mindset for IELTS Level Student’s Book with Testbank and Online Modules: An Official Cambridge IELTS Course (Cambridge English) (1st ed.) Cambridge University Press - Facilities: projector, slides, color markers, white paper, white boards Anticipated problems Possible solutions 1.Learners may have no ideas to discuss Hint the speech with Wh-word and scaffolding 2.Learners may lack lexis to describe Guide them to refer to Collin Cobuild and Coca for collocations and vocabulary checking Learners may have argument with peers for disagreements Assign learners with turn-taking and critical discussion Time Procedure Mode of interactions 5’ Warm-up questions Teacher-learner Teacher asks learners some general questions about favorite leisure activities - What you in your free time? - Do you prefer to spend leisure time at home or outdoor? - What are the roles of leisure activities 20’ Pre-teaching Group work - Teacher provides instruction for the requirement of speakings sections - Learners are divided into groups of and sit in a round of the table 110 - Teacher gives each group hastag as key words for them to check the collocations to form a phrase - Teacher guides learners on how to use https://www.english-corpora.org/coca/ and https://www.collinsdictionary.com/ to check collocations - Learners will draw a mind map about related collocations about sports with the keyword in the center -Learners share the mind map and collocations in class 15 While teaching Learner - Learners work in pair to practice speaking section and give and receive feedback from peers (6 minutes) Learner-learner - Teacher invites randomly learners to stand in front of the class to perform the speech - Teacher invites other learners to give feedback and comments after checking the accuracy and appropriateness of the collocation use 5’ - Teacher gives corrections Teacher -learner Post-teaching Teacher Teacher summarises the common mistakes for vocabulary and speech performance and consolidate the lesson 111 112