Akademik Veri Yönetim Sistemi
10th International KTUDELL Conference: Language, Literature, and Translation, Trabzon, Türkiye, 29 - 30 Mayıs 2025, ss.79, (Özet Bildiri)
Mastering vocabulary is essential in a foreign language (FL) to convey thoughts and feelings
accurately; however, learning words in isolation may be insufficient in an English as a
Foreign Language (EFL) context. English collocations, words commonly occurring together,
may be particularly helpful for EFL learners aiming to sound more native-like, produce
natural utterances, facilitate basic language skills including reading comprehension, and
enhance writing proficiency. Nonetheless, acquiring English collocations may be challenging
and often necessitating teachers’ guidance. Therefore, introducing collocation learning
strategies (CLS) may benefit the learners’ acquisition process. Similar to how learners
integrate vocabulary learning strategies (VLSs) into their language learning process, they
may also use CLSs to boost their language proficiency. While previous studies have
predominantly examined EFL students’ use of VLSs, limited attention has been given to CLS.
This study aims to identify the strategies from which EFL learners benefit most when
studying and practicing collocations. The study utilized a quantitative research design, and
data were collected from 54 EFL students from preparatory and freshman classes using the
Collocation Learning Strategies Questionnaire, which consists of seven subcategories. Factor
analysis was conducted using the SPSS software, and the results revealed that the students
employ various CLSs with varying frequencies, though predominantly at moderate levels.
The study suggests that EFL teachers should actively guide students in using additional CLS.
To enhance EFL learners’ language learning experiences, further research is necessary to
explore effective methods for integrating CLS into contemporary EFL classrooms.
Keywords: English, vocabulary, collocations, strategy use, language learner