Enhancing ESL Collocation Learning: A Multi-Stage Qualitative Framework

Abstract

Collocation acquisition is an important aspect of language learning for those who learn English as a second language (ESL). When combined with the lexical approach, usage-based learning theory, and cognitive processing models, collocation acquisition is an important part of language learning. This research uses a qualitative approach as informed by these three theoretical concepts. The results indicate that collocation acquisition is a process that takes time, is dynamic, and requires repeated input and explicit pedagogical support. This paper provides implications for teaching collocations as well as innovative ideas for the classroom. The proposed framework shows that successful collocation learning involves the integration of instruction based on chunks, repeated exposure and practice, and the use of processes associated with cognition. Further, this research reveals that providing explicit instruction on collocations with the use of corpus-based samples and practice tasks will help improve ESL learners' accuracy of vocabulary and fluency of speaking. By integrating these elements, this research proposes a multi-stage conceptual framework that will help ESL learners to acquire collocations through four stages of learning: exposure, noticing, practice, and automatization. The pedagogical implications of the proposed conceptual framework are of great importance to ESL teachers, curriculum designers, and teacher educators.