| Abstrakt: |
This study explores the effect of deductive (explicit) and inductive (implicit) instruction on the acquisition of the English adjective+noun collocation by lower secondary school Turkish students by employing a quasi-experimental pre-test, post-test, and delayed post-test research design. Two groups were formed as experimental and comparison. The experimental group comprised 7 girls and 14 boys, totaling 21 participants. Likewise, the comparison group was composed of 10 girls and 11 boys, totaling 21 participants. Later, the two groups were subjected to a nine-week instruction of adjective + noun collocations. In this collocational relation, the adjectives in the specified units in the students' course book were taken as basis and their collocations with head nouns were targeted at. The first group (comparison) was delivered an implicit instruction while the latter (experimental) was administered explicit instruction regarding the use of the said construction. More specifically, the attention of the learners in the first group was attracted to adjective + noun collocations, whereas the attention of the learners in the second group was directed to the same collocational patterns, which the study aimed to raise the learners' awareness of. The results revealed that the learners exposed to the deductive instruction were far better at learning and retaining the target collocation patterns, as indicated by the comparisons of within- and between-group differences based on the pre-test, posttest, and delayed post-test results, using Friedman and Mann-Whitney U tests. [ABSTRACT FROM AUTHOR] |
