Collocation Instruction: Second and Foreign Language Teachers’ Beliefs, Knowledge, and Practices

Abstract

Collocational knowledge and competence are essential for effective foreign language (FL) and second language (L2) learning. Since teachers' conceptualizations shape their instructional practices, understanding their perceptions of collocations and their instruction is crucial. Despite its significance, limited research has examined teachers' beliefs, knowledge, and practices regarding collocation instruction, particularly in secondary education. This study addresses this gap by investigating the beliefs, knowledge, and practices of 286 Dutch secondary school FL and L2 teachers. Drawing on data from questionnaires and follow-up interviews, the findings indicate that while teachers acknowledge the importance of teaching collocations and their role in language learning, they tend to exhibit a limited understanding of the concept and effective methods for collocational instruction. This limited understanding hinders their ability to effectively address students' collocational deficiencies. Furthermore, L2 and FL teachers face several challenges in implementing collocation instruction, the most significant of which is the lack of a well-defined pedagogical approach. The findings also reveal key differences in the perceptions of L2 and FL teachers. In light of these results, the study discusses pedagogical implications and suggests avenues for enhancing collocation instruction.