Collocational Competence in English Language Teaching Among SS III Students of Nigerian Turkish International College, Abuja, Nigeria
DOI:
https://doi.org/10.23918/ijsses.v10i3p306Keywords:
Collocation Competence, Unique Collocation, Strong Collocation, Weak Collocation, Medium Collocation and English Language TeachingAbstract
This paper dealt with the fact that despite its far reaching importance for language proficiency, collocation competence is one of the most neglected studies in L2 pedagogy. The last few decades have witnessed a growing interest in vocabulary items consisting of more than a single word in the field of language pedagogy. The study adopted descriptive survey, and has as its population the senior secondary students (SSS) three of Nigerian Turkish International College (NTIC), Abuja. 60 SS III students (30 males and 30 females) were randomly selected for the study who responded to a 15-item researcher-designed collocation questionnaire (RDCQ). Reliability index of the instrument, having dealt with its validity process, was determined via test re-test statistical device which produced 0.61 reliability index at 0.05 alpha level of significance. The findings of the analysis indicate that majority of the respondents ranging from 91.67o/o to 100o/o correctly responded to the RDCQ. For these, it was concluded that the respondents are to a greater extent good in vocabulary which has assisted them in collocation study, and also a good pointer for better performance in their senior school certificate examination (SSCE). Having concluded thus, it was recommended among others that students should be asked to read different types of textbooks, newspapers as well as periodicals.
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