Table of Contents
List of Abbreviations
List of Tables
List of Figures
CHAPTER 1: INTRODUCTION
CHAPTER 2: LITERATURE REVIEW
2.1. Overview of collocation
2.1.1. Definition of collocations
2.1.2. Characteristics of collocations
2.1.3. Types of collocations
2.2. Pedagogical issues on collocations
2.2.1. The benefits of collocations
2.2.2. Choosing which collocations to teach
2.2.3. Directions for teaching collocations
2.2.4. Teacher’s role in collocation instruction
2.2.5. Materials for teaching collocations
2.3. Collocations in ESL writing
2.3.1. The need for collocation instruction in L2 writing process
2.3.2. How to incorporate collocation instruction in teaching writing skills
2.3.3. Studies on the correlation between collocations and L2 writing
proficiency
2.3.4. Studies on the effects of collocation instruction on L2 writing
CHAPTER 3: THE RESEARCH METHODOLOGY
3.1. Type of research: Action research
3.2. Research design
3.3. Setting of the study
3.4. Selection of participants
3.5. Description of intervention
3.6. Data collection instruments
3.6.1. Tests
3.6.2. Semi-structured interviews
3.7. Data analysis procedures
3.7.1. Scoring
3.7.2. Examining the use of collocations in the test papers
3.7.3. Statistical techniques
3.7.4. Analyzing data from semi-structured interviews
CHAPTER 4: RESULTS AND DISCUSSION
4.1. The effects of the current HUST English collocation instruction on the
English writing scores of first year non-native English-major students at HUST
4.2. The effects of the current English collocation instruction on the use of
language in English writing of first year students at HUST
4.3. Correlation between non-native English-major students’ use of
collocations and their writing scores
4.4. HUST first year non-native English-major students’ reflections on
collocation instruction
CHAPTER 5: CONCLUSIONS
5.1. Research questions revisited
5.2. Pedagogical implications
5.3. Limitations of the study
5.4. Suggestions for further research
REFERENCES
APPENDIX