The Impact of the Explicit Teaching of Three Particle Collocations on Reading Comprehension

Research on collocations has been predominant for decades and decisive in debating the theoretical and pedagogical perspectives of collocations. Various approaches have been offered for best practices in teaching collocations. Despite this, we are yet to see an agreed-upon approach to teaching collocations. This study attempted to investigate the effect of explicit teaching of collocations. A further aim of the study was to see if test format affected the results. The results revealed that the explicit teaching of collocations had significantly improved the learners’ knowledge of collocations. In addition, test format did have a noticeable effect on the results. Finally, a significant variation was observed among the learners as to their ability to learn collocations.