improving speaking performance by using collocations for secondary students at an english language center

This research contributes to a deeper understanding of the role of collocations in spoken language proficiency and informs the development of targeted language teaching strategies, ultim

DECLARATION BY THE AUTHOR

I, Nguyen Khanh Linh, solemnly declare that this thesis entitled "Improving speaking performance by using collocations for secondary students at an English language center" is the result of my own research and study All the sources of information used and the assistance received in the preparation of this thesis have been acknowledged in the document

I declare that this work has not been submitted in whole or in part for any other degree or qualification at this or any other university or institution All contributions from others in the preparation of this thesis, including assistance received from my supervisor, have been acknowledged and appropriately referenced

I understand that any act of plagiarism, including the reproduction of significant portions of text without proper citation, is not only unethical but also a violation of academic integrity Therefore, I affirm that this thesis represents my original work and that all ideas, concepts, and findings not of my own creation are duly acknowledged

Furthermore, I confirm that the research conducted adheres to ethical principles and guidelines, and all necessary permissions and approvals have been obtained for the use of any copyrighted material or data

Finally, I acknowledge that the views expressed in this thesis are entirely my own and do not necessarily reflect those of the English Language Center or any other institutions or individuals

Nguyen Khanh Linh 21/03/2024

ACKNOWLEDGEMENTS

I wish to express my sincere appreciation to individuals whose assistance has been invaluable in the culmination of my research endeavor Initially, I extend my heartfelt gratitude to my supervisors, Dr Hoang Ngoc Tue and Dr Nguyen Thanh Dung for their invaluable mentorship and substantial encouragement throughout the research process Additionally, I am grateful to the students at Aba English Center for their enthusiastic collaboration, as their support was integral to the successful completion of this study Finally, I extend my thanks to my parents and friends for their unwavering encouragement and patience Any feedback from readers interested in this research is greatly appreciated

TABLE OF CONTENTS

DECLARATION BY THE AUTHOR I ACKNOWLEDGEMENTS II TABLE OF CONTENTS III ABSTRACT VII LIST OF TABLES VIII LIST OF FIGURES IX LIST OF ABBREVIATIONS X

CHAPTER 1: INTRODUCTION 1

1.1 Rationale 1

1.2 Aims and objectives of the study 2

1.3 Research questions 3

1.4 Scope of the study 4

1.5 The significance of the study 4

CHAPTER 2: LITERATURE REVIEW 6

2.1 SPEAKING 6

2.1.1 The definition of speaking 6

2.1.2 The variables influencing speaking abilities 8

2.2 COLLOCATION 10

2.2.1 The definition of collocation 11

2.2.2 The classification of collocation 12

2.2.3 The significance of collocation 17

2.2.4 The advantages of using collocations in speaking 19

2.2.5 The difficulties encountered by students in employing collocations in spoken language 21

2.2.6 The reasons behind the difficulties encountered by students

when employing collocations in spoken language 22

3.3.1 The experimental group 31

3.3.2 The control group 31

3.4 DATA COLLECTION INSTRUMENTS 32

CHAPTER 4: FINDINGS AND DISCUSSIONS 50

4.1 FINDINGS 50

4.1.1 The current situation of using collocations in speaking of secondary students 50

4.1.1.1 Students' self-assessment of their speaking abilities 50

4.1.1.2 Students’ self-evaluation of their collocations 52

4.1.1.3 Students’ difficulties in using collocations 54

4.1.2 Students’ results of using collocation before and after the experiment 55

4.1.2.1 Students’ results of using collocation before the experiment 55

4.1.2.2 Students’ results of using collocation after the experiment59 4.1.3 The effectiveness of collocations in speaking 61

4.1.3.1 Students’ evaluations of collocation’s usefulness 62

4.1.3.2 The students' evaluations of the provided collocations for particular topics 62

4.1.3.3 The choices made by students regarding the prescribed learning strategies 63

5.3.1 Constraints of the study 70

5.3.2.Suggestion for further research 70

APPENDICES 76

CONSENT FORM 83 THE GIVEN COLLOCATIONS 84 LESSON PLANS 89

ABSTRACT

This research delves into the proficiency of secondary students in utilizing collocations within their spoken language Collocations, as integral components of natural language use, significantly influence the fluency, coherence, and authenticity of verbal communication The primary aim of this thesis is to assess the current state of collocation usage among 8th and 9th grade students, identify inherent difficulties and obstacles encountered by students in employing collocations in speech, and propose effective strategies to enhance their utilization of collocations in spoken discourse The study involved 30 students from the 8th and 9th grades, with data collected through questionnaires and tests The findings reveal challenges students face in using collocations, such as limited exposure to natural English language usage, differences in word order, and reliance on literal translation Furthermore, the findings underscore the role of collocations in enhancing students' speaking performance Through the strategic incorporation of collocations, students can improve their fluency, coherence, and lexical richness in spoken discourse Recommendations are offered to enhance students' oral proficiency through the strategic incorporation of collocations This research contributes to a deeper understanding of the role of collocations in spoken language proficiency and informs the development of targeted language teaching strategies, ultimately leading to improved communication skills among secondary students

Keywords: collocations, speaking performance, secondary students

LIST OF TABLES

Table 3.1.The most recent update of the P2RST Rubric………42 Table 3.2 The modification of the P2RST Rubric…….………46 Table 3.3 Timeline……….…47 Table 4.1 Students’ results of using collocations before the experiment… 55 Table 4.2 The average score of each group……….…57

Table 4.3 The difference between the two groups……….…50

Table 4.4 Students’ results of using collocation after the experiment…… 59 Table 4.5 The average score of each group………60 Table 4.6 The difference between the two groups ………….……… 60

LIST OF FIGURES Figures

Figure 3.1 Scoring Mechanism of the P2RST………….……….… 44 Figure 4.1 Analysis of students' English speaking proficiency………… 50 Figure 4.2 Identification of factors contributing to difficulties in English speaking……… ……… … 51 Figure 4.3 Students’ awareness of collocation……… ….…… ……52 Figure 4.4 The frequency of students’ using collocation……….52 Figure 4.5 Students’ assessment of the usefulness of collocation…… …53 Figure 4.6 Students’ perception of the utility of collocation……… 62 Figure 4.7 Distribution of given collocations across specific topics… … 62 Figure 4.8 Students' choices regarding adherence to the provided learning strategies……….…… … 63

LIST OF ABBREVIATIONS

1 Ss: Students 2 sb: somebody

3 EFL: English as a foreign language

4 No.1, No.2, … Student number 1, Student number 2,…

CHAPTER 1: INTRODUCTION

Recognizing the pivotal role of collocations in natural language use, this study investigates the potential of integrating collocations into speaking instruction to enhance the speaking performance of secondary students at an English language center This introduction presents the rationale, aim and objectives, research questions, scope, significance, and setting the stage for a comprehensive exploration of the topic

1.1 Rationale

The rationale of this study stems from the recognized importance of spoken language proficiency in English language education Numerous scholars have emphasized the significance of speaking skills in language learning, highlighting its pivotal role in real-life communication situations ( Burns, 1998; Nunan & Carter, 2002) Proficiency in spoken language not only facilitates social interaction but also enhances overall language acquisition and comprehension This skill is not only crucial for academic success and professional advancement but also for social integration in English-speaking environments

Collocations can be thought of as the national essence of each nation They demonstrate the distinctive qualities of language and can take the place of straightforward words while retaining the same meaning They can convey the speaker's level of linguistic sophistication There are several collocations that are interchangeable with straightforward terms Collocations are relatively common in Vietnam, and so are in English-speaking countries Parents, friends, and teachers can educate people collocations so that they can communicate fluently and spontaneously

The integration of collocations into speaking practice has garnered attention in language teaching research Collocations, defined as fixed and recurring word combinations, are crucial elements of natural and fluent discourse (Bahns, 1993) Scholars have demonstrated that mastery of collocations is essential for achieving fluency, coherence, and naturalness in spoken communication (Fontenelle, 1998; Howarth, 1998)

However, despite their importance, the effective incorporation of collocations into language teaching curricula remains underexplored Research has shown that learners often encounter challenges in employing collocations in spoken language (Dweik & Abu Shakra, 2011) These challenges range from difficulties in accurate usage to limitations in lexical knowledge, underscoring the complexity of integrating collocations into spoken discourse effectively

In light of these findings, it is evident that investigating the proficiency of secondary students in utilizing collocations within spoken language is crucial for enhancing their speaking skills and overall language competence By addressing these challenges and identifying effective strategies for integrating collocations into speaking instruction, this study aims to contribute valuable insights to the field of English language education, ultimately fostering more proficient and confident speakers among secondary students

1.2 Aims and objectives of the study

The aim of the study "Improving speaking performance by using collocations for secondary students at an English language center" is to enhance the speaking abilities of secondary students through the strategic integration of collocations This research endeavors to evaluate the efficacy of employing collocations in bolstering students' speaking skills within the context of an English language center Objectives include assessing the

current proficiency level of students in spoken communication, investigating the impact of collocation usage on speaking abilities, and identifying challenges encountered by students in incorporating collocations into their speech Furthermore, the study seeks to develop practical recommendations for students to effectively utilize collocations and to measure the resultant improvements in speaking performance By addressing these objectives, the research aims to contribute valuable insights into the pedagogical approach of utilizing collocations for enhancing speaking proficiency among secondary students, thereby enriching the existing discourse on language teaching and learning

1.3 Research questions

With the overarching aim of enhancing secondary students' speaking skills through the strategic integration of collocations, the study sets out specific objectives to guide its investigation These objectives pave the way for a focused inquiry into the current usage of collocations among secondary students, the effectiveness of integrating collocations into speaking instruction, and the formulation of practical recommendations for improved speaking performance By delineating these aims, the study sets the stage for the exploration of pertinent research questions aimed at uncovering insights into the relationship between collocation use and speaking proficiency among secondary students

The research questions are:

1 What is the current situation of using collocations in speaking of secondary students?

2 How does using collocations help secondary students improve

speaking performance?

1.4 Scope of the study

The researcher carried out a study on 30 secondary students (grade 8thand 9th) who have the same English proficiency level at the Aba Englishcentre The researcher learnt about the challenges that secondary students at the Aba English Center would take when using collocations in conversation The researcher gave some recommendations to help secondary students use collocations more effectively basing on the research findings The study was carried out in 7 weeks Five speaking topics including rooms in your house, sports, reading habits, mobile phones, learning English were integrated into the experimental oral lessons Lesson plans were designed to train students on how to use collocations to assist speaking

1.5 The significance of the study

Within the defined scope, this study not only aims to shed light on the effectiveness of integrating collocations into speaking instruction for secondary students but also to address a crucial gap in English language teaching methodologies By examining the current practices, assessing the impact of instructional interventions, and offering practical recommendations, this research seeks to contribute valuable insights to the field of English language education The significance of this study lies in its potential to inform pedagogical practices, curriculum design, and instructional strategies aimed at enhancing speaking proficiency among secondary students Furthermore, by empowering students with the linguistic skills necessary for effective communication, the study ultimately strives to equip them with the tools needed to succeed in academic, professional, and social contexts

The secondary students at the Aba Center benefit from this research's use of collocations to enhance their speaking abilities This study investigates

the circumstances under which students currently employ collocations in speech This study also explores how students might improve their speaking abilities by employing collocations Additionally, this research offers potential methods for students to learn and use English collocations in speaking well in both speaking topics and daily life From that, students can understand how crucial collocations are to making their speaking skills vibrant and rich in vocabulary during the learning process and in everyday communication

CHAPTER 2: LITERATURE REVIEW

This chapter provides an overview of existing research on integrating collocations into speaking instruction for secondary students in English language education It explores the theoretical frameworks, definition of speaking and collocation, and the previous studies relating to collocations Additionally, it examines pedagogical approaches and strategies for teaching collocations to enhance speaking skills By synthesizing relevant literature, this chapter establishes a theoretical framework for the study and highlights its significance in English language teaching

2.1 SPEAKING

This section delves into the multifaceted domain of speaking, beginning with a concise exploration of its definition Speaking, as a fundamental aspect of language proficiency, encompasses various skills such as pronunciation, fluency, and coherence in verbal expression Within this section, particular attention is given to elucidating the variables that influence speaking abilities By examining these aspects, this section sets the stage for a deeper understanding of the complexities involved in developing and assessing speaking proficiency in English language education

2.1.1 The definition of speaking

The concept of "speaking" encompasses various interpretations within the realm of language studies It constitutes one of the fundamental language skills alongside listening, writing, and reading, holding a paramount significance in daily interactions and serving as an indispensable tool for effective communication (Darcy, Ewert, & Lidster, 2012; Derwing, Munro, & Wiebe, 1998) Hadfield (2009) underscores speaking as a pivotal link for learners, bridging the gap between classroom learning and real-world

applications Bygate (1987) posits speaking as an eminent conduit for social cohesion, hierarchical positioning, professional advancement, and commercial interactions, while also serving as a prime avenue for language acquisition Additionally, Grolier (1992:932) defines speaking as the act of articulating ideas, emotions, and thoughts orally, also referred to as oral communication Syakur (1987:5) underscores the multifaceted nature of speaking, emphasizing its complexity by encompassing components such as pronunciation, grammar, vocabulary, and fluency It involves the utilization of language to express oneself verbally, thereby demonstrating proficiency in linguistic expression Despite its significance, speaking has historically been marginalized in testing methodologies due to challenges associated with objective assessment and time constraints in administering speaking evaluations (Clifford, 1987)

The researcher of this study defines speaking as a skill that needs a smooth combination of sounds, vocabulary, and grammar to convey the speaker's thoughts to the listener It is also a skill that plays a very important role in human life including communication, presentation, and so on

Speaking serves as an essential tool in our daily lives, facilitating communication and the exchange of ideas and perspectives Particularly in the context of foreign language acquisition, the primary goal is to effectively communicate with native speakers and understand their discourse Therefore, the researcher contends that speaking is a fundamental skill necessary for individuals to engage with the broader world around them

Having established a foundational definition of speaking, it is imperative to delve into the multifaceted aspects that influence speaking proficiency Speaking encompasses various skills, including pronunciation,

fluency, and coherence, all of which contribute to effective verbal communication These aspects of speaking proficiency are intricately linked to the utilization of collocations, as they significantly impact the naturalness and coherence of spoken discourse Therefore, understanding the nuances of speaking and its associated factors is essential for students aiming to improve their speaking skills through the strategic integration of collocations By examining these aspects, we can discern how collocations influence speaking abilities and devise effective instructional strategies to enhance students' spoken language proficiency

2.1.2 The variables influencing speaking abilities

In exploring the factors influencing speaking proficiency, we uncover the multifaceted aspects that contribute to effective verbal communication From pronunciation and fluency to coherence and vocabulary usage, these elements collectively shape an individual's ability to express themselves articulately and accurately in spoken discourse Understanding these influences is essential for enhancing speaking skills, as they directly impact the clarity, coherence, and authenticity of verbal expression By examining the intricacies of these aspects, we can identify areas for improvement and develop targeted strategies to enhance speaking proficiency, ultimately empowering individuals to communicate confidently and effectively in English

According to Tuan & Mai (2015), speaking proficiency is influenced by various factors including performance conditions (such as time constraints, planning, performance standards, and level of support), affective elements (including motivation, confidence, and anxiety), as well as listening skills and feedback received during speaking tasks Hughes & Reed (2016) defines

fluency as the capacity of learners to articulate themselves comprehensibly without interrupting communication flow, as interruptions may lead to a loss of interest among listeners Mazouzi (2013) emphasizes the significance of precision and completeness in language expression during speaking, emphasizing attention to grammatical structures, vocabulary usage, and pronunciation accuracy Thornbury (2005) contends that learners require complex, well-structured phrases to effectively apply grammatical rules, noting that pronunciation often receives insufficient attention Therefore, the key factors influencing speaking performance encompass a combination of these elements

a) Fluency, encompassing spoken speed, answer length, and coherence, stands as a pivotal factor influencing speaking proficiency in language assessments Spoken speed assumes a critical role, necessitating a balance between delivering responses at a pace conducive to thoughtful consideration and ensuring clarity for examiners Moreover, the ability to sustain fluent and coherent speech over extended periods emerges as a hallmark of effective communication Beyond speed, the length of responses also holds significance, with expectations aligned to the requirements of each test section Coherence, characterized by the apt articulation of responses accompanied by illustrative examples or explanations, further enhances comprehension and showcases linguistic proficiency In essence, fluency encompasses a dynamic interplay of speed, length, and coherence, shaping the quality and effectiveness of spoken communication in language assessments

b) Lexical resources involve discussing diverse subjects using a wide range of vocabulary that is both extensive and accurate Moreover, the examiner will assess students based on their ability to express ideas in

English, even if they may not be familiar with the exact word or phrase Oftentimes, candidates commit the error of relying on direct translation from their native language to English, leading to the use of non-standard and incorrect vocabulary Thornbury claims that his is the most common mistake observed in speaking assessments

c) Grammar precision and variety play a crucial role in assessing students' speaking proficiency, focusing on the sentence structures utilized in their responses to examiners' questions Emphasizing complexity and diversity, students are encouraged to employ a range of sentence patterns rather than relying solely on simple constructions Additionally, meticulous attention should be paid to ensuring grammatical accuracy and consistency, with particular emphasis on avoiding errors in tense usage By adhering to these criteria, Thorbury believes that students can demonstrate a heightened command of grammar and syntax, thereby enhancing the overall quality and coherence of their spoken discourse

d) Pronunciation stands as a foundational element that students should prioritize in their speaking practice, as it significantly impacts communication clarity Accurate pronunciation is paramount to avoid misunderstanding, as judges rely on clear articulation to comprehend students' messages effectively Even proficient speakers may face comprehension challenges if pronunciation is flawed To emulate native speakers and enhance speaking skills, students must focus on articulating words clearly and adhering to pronunciation conventions By prioritizing pronunciation accuracy, students can effectively convey their intended messages and communicate more confidently in English

2.2 COLLOCATION

Transitioning from the exploration of speaking proficiency, we now turn our focus to the role of collocation in shaping effective verbal communication Collocations, as integral components of natural language use, play a significant role in enhancing the fluency, coherence, and authenticity of spoken discourse Understanding the nuances of collocation usage is essential for individuals seeking to improve their speaking skills, as it directly influences their ability to express themselves accurately and naturally By examining the relationship between speaking proficiency and collocation usage, we gain valuable insights into how the strategic integration of collocations can further enhance spoken language proficiency

This section finds out the intricate domain of collocation, exploring its significance in language acquisition and proficiency Beginning with a comprehensive definition, the researcher elucidates the nuanced nature of collocations and their role in shaping natural language use Moreover, this section delves into the classification of collocations, highlighting the diverse categories and patterns that characterize these lexical combinations by establishing a foundational understanding of collocation, encompassing its definition, classification and significance Furthermore, this section focuses on the students’ advantages and disadvantages when they learn collocation and find out the reasons behind those disadvantages The researcher lays the groundwork for a detailed examination of its integration into speaking instruction for secondary students in English language education

2.2.1 The definition of collocation

Collocation is the naturally occurring combination of words that frequently appear together in a language, forming patterns that are both meaningful and characteristic of a particular language or domain These word

pairings often occur due to semantic, syntactic, or pragmatic reasons, reflecting the conventions and nuances of communication within a linguistic community

According to Robins (2014, p 64), collocation is defined as "the habitual association of a word in a language with other particular words in sentences." Lewis (2000, p 8) characterizes collocation as "the readily observable phenomenon whereby certain words co-occur in natural text with greater than random frequency." Additionally, Dweik and Abu Shakra (2011, p 4) describe collocation as "essentially a lexical relationship between words that are prone to frequently combine with specific other words to form a single semantic unit."

In my opinion, collocation refers to the phenomenon in a language where certain words tend to occur together more frequently These word combinations are often habitual and convey specific meanings or nuances, contributing to the naturalness and fluency of expression within a given linguistic community Collocation is crucial for understanding the intricacies of language usage and plays a significant role in both spoken and written communication

2.2.2 The classification of collocation

Having elucidated a precise definition of collocation, the researcher now embarks on an exploration of its classification, aiming to shed light on its intricate linguistic properties and configurations Through systematic categorization based on structural and semantic attributes, the researcher endeavors to unveil the diverse typologies and subtypes inherent in these lexical combinations This endeavor furnishes a methodical framework for discerning and delineating collocations within natural language discourse,

thus facilitating their seamless integration into pedagogical practices for secondary students Through this scholarly inquiry into collocational classification, the researcher sets the stage for a nuanced comprehension of its pivotal role in shaping proficient verbal communication and augmenting linguistic competence

Yan (2010) proposed two types of collocations as follows:

•Lexical collocations: Lexical collocations denote the recurring pairing of words or phrases within a language These combinations are not arbitrary but rather tend to occur together frequently due to their semantic or grammatical relationship Lexical collocations can include pairs or groups of words that commonly appear together, such as "strong coffee," "heavy rain," or "take a shower." They contribute to the naturalness and fluency of language use and are an important aspect of vocabulary acquisition and language proficiency

(1) verb + noun: make a decision, take a chance, and give advice (2) adjective + noun: great idea, high chance,and sharp pain (3) noun + noun: coffee table, traffic jam, and ice cream

(4) verb + adverb: sing beautifully, eat quickly, and work diligently (5) adverb + adjective: quite difficult, very happy, and extremely cold (6) verb + adjective (linking verb collocations): go crazy, fall asleep, and get lost

(7) noun + verb: a girl sings, a cat drinks, and dogs bark (8) noun + adjective: voice loud, sea calm, and dream vivid

Demir (2017) categorizes collocations into four types: lexical collocations, grammatical collocations, solid lexical collocations, and mid-collocations According to Bahns (1993), lexical collocations consist of various combinations of nouns, verbs, adverbs, and adjectives, as opposed to clauses, infinitives, or prepositions Fontenelle (1998) further explains that lexical collocations typically do not involve a subordinate element and are comprised of two equal open-class lexical items, contrasting with the closed class structure of grammatical collocations

•Grammatical collocations: Grammatical collocations refer to combinations of words that occur together frequently due to the rules and patterns of grammar within a language Unlike lexical collocations, which are based primarily on semantic associations, grammatical collocations are determined by syntactic rules and structures These combinations often involve specific word order, verb patterns, prepositional phrases, or other grammatical constraints Grammatical collocations play a crucial role in shaping the structure and coherence of sentences and are essential for effective communication in any language

(1) preposition + noun: in disguise, for breakfast, in need

(2) noun + preposition: difficulty with, demand for, and belief in (3) verb + preposition: look up, give up, and take off

(4) adjective + preposition: interested in, proud of, and good at

(5) quantifier + noun: a packet of biscuits, a bottle of water, and a can of juice

(6) preposition+preposition: with against, on to, and from under

Unlike lexical collocations, grammatical collocations include not only nouns, verbs, and adjectives but also prepositions, infinitives, or phrases Phrasal grammatical collocations are formed by combining a lexical unit with a pattern that specifies the sub-categorization of the main element, as described by Bentivogli and Pianta (2003)

•Solid lexical collocations: When lexical collocations are compared to one another, the likelihood of two words occurring together when creating a lexical word combination is considerably more rigid The lexical components in this sentence are closely related to one another The connections between lexical units are so strong that a native speaker scarcely thinks of them as independent or free combinations Strong lexical collocations can be characterized by popular instances like acute pain, strong gusts, and light precipitation

Solid lexical collocations are combinations of words that frequently occur together and have become fixed or established in the language due to their habitual usage Here are some examples:

- "Salt and pepper" - This collocation refers to the common combination of these two seasonings often used together in cooking or at the dining table

- "Fish and chips" - A classic culinary pairing consisting of battered and fried fish served with French fries, commonly found in British cuisine

- "Black and white" - This collocation is often used metaphorically to refer to opposites or stark contrasts, such as in discussions of morality or photography

- "Knife and fork" - This pair of utensils is commonly used together for eating meals, particularly in Western dining customs

- "Bride and groom" - Referring to the individuals getting married, this collocation is frequently used in wedding contexts

These examples illustrate how certain combinations of words have become entrenched in language usage due to their frequent occurrence and association with specific concepts or contexts

•Mid-collocations: Mid-collocations, in contrast to solid lexical collocations, violate the co-occurrence limitations (Cruise, 1990) Nevertheless, they happen quite regularly Mid-collocations are combinations of words that are not as firmly fixed as solid lexical collocations but still occur with some regularity They may not be as predictable as solid collocations but are more frequent than random word pairings Here are some examples:

- "Heavy rain" - While "heavy" and "rain" are not as inseparable as some solid collocations, they frequently occur together to describe intense rainfall

- "Reach a compromise" - "Reach" and "compromise" often occur together in discussions of negotiation or conflict resolution, though they are not necessarily always used together

- "Bold move" - "Bold" and "move" are often paired together to describe a daring or courageous action, but they are not exclusively tied to each other

- "Sharp pain" - "Sharp" and "pain" are commonly used together to describe sudden or intense discomfort, but they may also appear independently in other contexts

- "Quick response" - "Quick" and "response" frequently occur together to describe a prompt reply or reaction, though they are not always used in tandem

These examples demonstrate how mid-collocations involve combinations of words that are somewhat less fixed than solid collocations but still exhibit a degree of regularity in their occurrence

Transitioning from the meticulous classification of collocations, the researcher now directs attention towards elucidating their significance within the linguistic domain Through a thorough examination of their structural and semantic attributes, the researcher discerns the intricate patterns and configurations inherent in collocation relationships This scholarly endeavor serves to underscore the profound impact of collocations on language proficiency and communication efficacy By investigating the significance of collocation, the researcher aims to elucidate its pivotal role in shaping natural language use and enhancing the authenticity and fluency of verbal expression Through this scholarly inquiry, the researcher seeks to contribute to a deeper understanding of the nuances of language acquisition and pedagogy, particularly in the context of spoken language instruction for secondary students

2.2.3 The significance of collocation

The researcher explores the significance of collocation within the realm of language acquisition and proficiency Collocation plays a vital role in natural language use, exerting influence over the fluency, coherence, and authenticity of verbal communication By examining the importance of collocation, the study uncovers its impact on the effectiveness and

authenticity of language expression This investigation sheds light on the crucial role of integrating collocations into speaking instruction, particularly for secondary students seeking to enhance their speaking skills in English language education Through this examination, the researcher gains valuable insights into how collocation shapes language proficiency and communication competence

Knowledge and collocations are a criterion of the differences between native speakers and foreign language learners, as demonstrated by numerous studies For EFL learners in particular, incorrect collocation use is a key sign of foreignness (McCarthy, 1990; Nattinger, 1980) Without the ability to use collocations, ESL/EFL learners' English is not regarded as being ordinary, natural, or fluent, according to Pawley and Syder (2014), and Lewis (2000) In order to be fluent and native-like in conversations, students need to acquire sufficient knowledge of collocations and employ them in appropriate contexts

Collocations are known to assist learners in developing their language abilities, increase their communicative competence, and reach native-like fluency Collocation education is necessary in EFL courses as collocation knowledge is crucial for EFL learners To put it another way, mastering collocations is essential to learning a second or foreign language (Nattinger & DeCarrico, 1992)

Evidence of a lack of collocations can be found in language usage where certain words do not commonly occur together due to semantic or grammatical reasons Here are some examples illustrating the absence of collocations:

- "Singular swimming" - "Singular" typically refers to uniqueness or individuality, while "swimming" is an activity The combination lacks collocation due to a lack of semantic coherence

"Intelligent house" - While "intelligent" can describe qualities of living beings, it does not typically describe inanimate objects like houses This lack of semantic coherence results in a lack of collocation

The lack of collocations contributes to the errors made by EFL learners, which hinders the learners' fluency If they are unsure of exactly which words are used together in the context, learners frequently transfer English collocations to their mother tongues' equivalents Collocations should, therefore, be taught and practiced with great care, and they should be incorporated in teaching materials There is no denying that collocations are the secret to fluency Collocations have been recommended by linguists and language specialists as a useful tool for teaching and learning languages McCarthy (1990) claims that excluding collocations from vocabulary instruction results in incomplete instruction for the students The learners' fluency will undoubtedly improve significantly if they have received rigorous instruction on the usage of collocations and are well aware of their significance

2.2.4 The advantages of using collocations in speaking

Building upon the exploration of the significance of collocation, the researcher now shifts focus towards examining the advantages inherent in its application within spoken language contexts Drawing from insights gleaned regarding its profound impact on language proficiency and communication efficacy, the researcher seeks to elucidate the tangible benefits that collocation integration affords to language learners Through a systematic

analysis of its facilitative role in fostering naturalness, coherence, and lexical richness in verbal expression, the researcher aims to underscore the pedagogical value of leveraging collocations within speaking instruction By delineating these advantages, the researcher endeavors to provide empirical support for the efficacy of incorporating collocations into language learning curricula, thereby contributing to the advancement of pedagogical practices in language education

Collocations represent a vital aspect of language, serving as a distinctive characteristic that contributes to linguistic accuracy, particularly in spoken discourse According to Klotz (2003), selecting appropriate collocations enhances the naturalness and native-like quality of speech and writing for learners, even when basic comprehension is not in question Incorporating collocations into language use is integral to advancing learners' speaking proficiency, facilitating fluency akin to that of native speakers

Following the exposition of the advantages conferred by integrating collocations into spoken language practice, the researcher now directs attention towards examining the challenges faced by students in effectively employing collocations within verbal communication Drawing from insights garnered regarding the facilitative role of collocations in enhancing fluency, coherence, and lexical diversity, the researcher endeavors to illuminate the complexities inherent in their application Through a comprehensive analysis of the linguistic and cognitive hurdles encountered by students, the researcher aims to delineate the intricacies of the use of collocation within spoken discourse By elucidating these difficulties, the researcher seeks to provide a nuanced understanding of the challenges posed by collocation integration, thereby informing the development of targeted instructional strategies to

address these impediments and foster more proficient spoken language skills among learners

2.2.5 The difficulties encountered by students in employing collocations in spoken language

The challenges faced by students in effectively employing collocations within spoken language present a significant area of inquiry within the field of language acquisition and proficiency Despite the acknowledged benefits of collocation integration in enhancing fluency and coherence, learners often encounter various difficulties in their application This introduction serves as a prelude to a comprehensive examination of the linguistic, cognitive, and pedagogical hurdles encountered by students in utilizing collocations within spoken discourse Through this exploration, we aim to shed light on the complexities inherent in collocation usage and inform the development of targeted instructional strategies to address these challenges effectively

As per Li-Yuch (2003), students encounter certain obstacles and complexities when incorporating collocations into their spoken language Initially, learners often encounter confusion between English and their mother tongue, leading them to translate collocations directly from their native language to English For instance, the expression " 做 错 " is commonly translated as "do a mistake," whereas native English speakers typically use "make a mistake." Secondly, English learners struggle with the seamless integration of collocations into their speech They tend to rely more on individual words with similar meanings instead of utilizing collocations effectively

Vietnamese students face certain challenges in learning English collocations due to differences in language structure, vocabulary, and cultural

context These difficulties encompass limited exposure to natural English language usage, particularly authentic collocations, which are acquired through extensive reading, listening, and immersion in English-speaking environments Additionally, disparities in word order between Vietnamese and English, coupled with the vast lexicon of English, contribute to students' struggles in learning and remembering numerous collocations associated with specific words Moreover, reliance on literal translation from Vietnamese to English, coupled with grammatical differences and the presence of idiomatic expressions in English collocations, further compounds the challenges Cultural differences embedded in collocations also pose obstacles, as students may struggle to grasp the cultural nuances and apply collocations appropriately in context Furthermore, the tendency to overgeneralize collocations learned in one context to another context may lead to misuse or misunderstanding

2.2.6 The reasons behind the difficulties encountered by students when employing collocations in spoken language

The exploration of the reasons behind the difficulties encountered by students when employing collocations in spoken language delves into the intricate factors shaping language acquisition and proficiency This investigation seeks to uncover the underlying mechanisms influencing students' struggles with collocational usage, shedding light on linguistic, cognitive, and socio-cultural dimensions By examining the interplay of language structure, vocabulary acquisition, and cultural context, this inquiry aims to provide a comprehensive understanding of the complexities inherent in collocational difficulties Through this exploration, we endeavor to inform

pedagogical practices and interventions tailored to address these challenges effectively in language learning contexts

According to multiple earlier research (Liu, 1999), learners frequently commit collocation errors in their products Some collocations might be challenging for language learners to correctly utilize, claims Bonk (2000: 115–133) It means that when utilizing those collocations, language learners may not use some complicated collocations

Even highly proficient learners frequently use improper or unsuitable collocations, according to McCarthy (1990: 13)

2.2.6.1 Internal influences

(a) Mother tongue's effect

The mother tongue has a significant influence on the collocations produced by the English language The use of collocations by English language learners of various levels might be impacted by their mother tongue Actually, they mix up their English collocations For instance, the phrase "nó i vớ i ai đó" is used in Vietnamese, yet native English speakers frequently use "talk to somebody" in English Because "vớ i" in Vietnamese is equivalent to the word "with" in English, English language learners who are not careful when searching up collocations risk saying "talk with sb"

Now we magine a Vietnamese student, Minh, who is learning English as a second language In Vietnamese, there is a common collocation "trong tầm tay," which translates to "within arm's reach" in English This collocation is used to describe something that is easily accessible or nearby Now, when Minh is speaking or writing in English, he may unconsciously translate this

Vietnamese collocation directly, resulting in him saying or writing "in arm's reach." While this phrase may make sense to him as a direct translation, it is not a commonly used collocation in English The native English speaker would typically say "within arm's reach" instead In this example, Minh's reliance on his mother tongue, Vietnamese, has influenced the collocation he produces in English This demonstrates how the structures and collocations of one's native language can shape their use of collocations in a second language like English

(b) Lack of motivation

Cunningsworth (1984) states that a learner's motivation impacts how diligently he completes his homework and reviews the material he has learned during the day It undoubtedly has a significant impact on how effective learning is English collocations are challenging for English language learners To master English collocations, they need motivation They believe that learning a new language requires a lot of time and effort, English learners are actually more prone to become uninterested in the language Without assistance, learning becomes even more discouraging This is true particularly when employing collocation in speaking, which requires extensive practice and the addition of valuable collocations Without a diligent learning spirit, they will lapse into a state of incomplete collocation study

(c) Attitudes of learners

Ajzen (2001) defines attitude as the extent of an individual's positive or negative assessment of the behavior being considered Students often associate learning attitudes with academic abilities Those who struggle

academically may harbor pessimistic attitudes and a lack of confidence, hindering their progress in language acquisition

(d) Insufficient speaking strategies

According to Wenden (1991: 56), another aspect that might contribute to learners' perceived lack of motivation and confidence in assuming responsibility for their learning is their ignorance of their cognitive processes Due to their unawareness, they may doubt their intellectual abilities In practice, students may not execute skills effectively if they lack strategies By employing appropriate strategies during speaking activities, students can enhance their confidence and effectively convey the main points of their speech

2.2.6.2 External influences

External influences can significantly impact the way individuals use collocations in speaking, shaping their language proficiency and communication effectiveness These influences can stem from various sources, including social, cultural, educational, and environmental factors Understanding these external influences is essential for comprehensively analyzing how collocations are employed in spoken discourse and for informing language teaching and learning practices

(a) Environmental conditions for speaking

The lack of an environment conducive to speaking will detrimentally affect students' proficiency in English speaking The speaking environment plays a crucial role in determining students' speaking proficiency For example, students who engage in frequent interactions with native speakers tend to exhibit greater fluency compared to those who do not In the absence of native speakers, students can engage in group practice sessions or utilize

recordings to refine their pronunciation and adapt to standard English pronunciation patterns

(b) Learning materials

The learning will lose its concentration if the information is improper Finding the information that students need to review in order to prepare for the exam will be tough for them, which will have unfavorable effects

2.3 PREVIOUS STUDIES

Research has been ongoing, continuously exploring and introducing novel theories and methodologies regarding the utilization of collocations in speaking proficiency These studies aim to identify learners' challenges in employing collocations during speaking activities and to devise strategies to enhance learners' fluency in using collocations in speech

2.3.1 Studies overseas

Various linguists have conducted research on the advantages of collocations, particularly their role in enhancing speaking proficiency Laufer (1997) examined the expansion of second language vocabulary, while Cowie (1992) explored methods for enhancing communicative competence Additionally, Fillmore, Kempler, & Wang (2014) and Howarth (1998) used strategies for improving language fluency to approach native speaker proficiency

Brown (1974) discoveres that collocations enhance students' speaking proficiency and enable them to utilize English word combinations more smoothly and effectively in their speech Additionally, she emphasizes the importance of teaching collocations in context and with conceptual understanding to ensure learners grasp the nuanced meanings of collocations

This approach facilitates learners' ability to employ collocations naturally, akin to native speakers

Hsu and Chiu (2008) demonstrated favorable impacts of collocation competence on the speaking abilities of college EFL learners in Taiwan in a comparable research context 56 pupils that have a strong interest in English participated in the study The results of three tests revealed that the subjects' speaking proficiency is facilitated by their command of collocations

Additionally, Shooshtari and Karami (2013) carry out investigations into this topic in an Iranian setting, and they later prove that a solid command of collocations is useful in enhancing oral proficiency

Additionally, a range of studies were carried out to clarify and explain the nature of collocation errors made by non-native English speakers For instance, Mahmoud (2005) notes that mother tongue interference explains the inaccuracies in collocations when looking into errors in English made by Arabic learners of English When they are unfamiliar with the appropriate collocation in the target language, learners frequently search for an analogous expression in their own mother tongue

2.3.2 Studies in Vietnam

In Vietnam, while lagging behind global research on utilizing collocations in speaking performance, Vietnamese research has made strides in exploring various aspects of collocations These studies have identified challenges encountered by English learners when employing collocations in speaking tasks

Lien (2016), in her research paper, she highlights that the utilization of collocations in learners' speaking during IELTS part 2 (K63A and K63B) only

represents a minor portion She outlines the utilization of collocations in the IELTS speaking part 2 for two cohorts, K63A and K63B The data indicated that activity-related collocations comprised 9% in K63A and 8% in K63B, while elaborative collocations constituted 8% in K63A and 7% in K63B These results imply that both groups employ collocations to a comparable degree in their IELTS speaking tasks, albeit with minor differences in the proportions of particular collocation types

My (2016) mentions the important usage of collocations in teaching They provide useful methods for teachers to use collocations more effectively in teaching English lessons

There are also some notable collocation teaching and learning studies in Vietnam Duong and Nguyen (2021) conducted the first important investigation They looked into Vietnamese EFL students' knowledge of English collocations (two hundred and thirty-six English major juniors) They used both quantitative and qualitative data collocation methods to analyze the findings The findings showed that the participants lacked a mastery of collocation knowledge; generally, they know less than 50% of each type of collocation

2.3.3 Research gap

Although the previous studies focus on the benefits that collocations brings to learners such as increasing speaking scores, making speaking smoother or making their speech come alive with new phrases However, very few studies mention whether learners actually use collocations much after their studies end It is an issue to keep in mind when doing research on using collocations in speaking

2.3.4 Summary

Collocation research in education delves into the study of word combinations that frequently occur together in language use, shaping learners' language proficiency and communication skills Collocations are categorized into various types based on their semantic and syntactic properties

Educational research on collocations highlights several challenges faced by learners, including difficulties in recognizing appropriate collocations, understanding their meanings, and using them accurately in context These challenges stem from differences between languages, variations in collocational patterns across registers, and the abstract nature of some collocational relationships

Overseas research has focused on effective pedagogical approaches to teaching collocations, such as corpus-based instruction, explicit instruction, and the use of collocation dictionaries Studies have also explored the role of collocations in language proficiency tests and the impact of collocation instruction on learners' language skills and fluency In Vietnam, research on collocations in education is emerging, with studies investigating collocation patterns in Vietnamese learners' English language use, identifying common collocation errors, and exploring effective teaching strategies for enhancing collocation competence However, there remains a gap in understanding the specific challenges Vietnamese learners face with English collocations and the effectiveness of different instructional methods in the Vietnamese educational context

Overall, while research in education has provided valuable insights into collocation teaching and learning worldwide, there is a need for more focused

investigations into the unique challenges and instructional needs of learners in specific contexts like Vietnam Bridging this research gap could inform the development of more tailored and effective collocation instruction strategies for English language learners in Vietnamese educational settings

CHAPTER 3: METHODOLOGY 3.1 RESEARCH SETTING

The researcher carried out this research at Aba English centre (No.40, 1 cluster, Pham Tuan Tai street) The students come from the Northern midland and mountainous provinces The students are in grade 8th and grade 9th They have been tested by teachers at the English center, and their levels were ranked from A1 to A2 (CEFR) Indeed, they still encountered challenges in utilizing English, particularly in employing collocations during speaking

3.2 RESEARCH METHOD

Gay & Airasian (1992) asserts that the quasi-experimental method stands as the sole research approach capable of effectively assessing hypotheses regarding cause-and-effect relationships It serves as the most reliable means for addressing educational issues, both in practice and theory and for progressing education as a scientific discipline The quasi-experimental method aids researchers in determining the feasibility of anticipated outcomes and yields specific conclusions Additionally, it facilitates the validation and replication of published findings, often yielding improved results and enabling the replication of exact procedures for consistent outcomes

The researcher divided the participants into two equal-sized groups: the control group and the experimental group Employing the quasi-experimental research design (specifically, the pre-test post-test control group design) is suitable for this study