چكيده به لاتين
Despite a large body of research on teaching and learning collocations, it appears that there has been little study investigating pre-service teachers’ and teacher educators’ professional knowledge of teaching collocations to EFL students. The objectives of this study were to explore pre-service teachers’ and teacher educators’ knowledge, perceptions, practice, and technology use about teaching collocations. One-hundred pre-service teachers and five teacher educators took part in this study. A questionnaire with 10 open-ended items and an interview with eight questions were the instruments of this study. The results indicated that participants held a positive attitude towards teaching collocations and (a) they preferred implicit teaching of collocation more than explicit method; (b) as language is prefabricated and appears in chunks not in single words so, teaching and learning collocation is very important; (c) teaching collocations through the text and consciousness raising is more effective than teaching in isolation; (d) teaching indirectly through the games, movies, technological tools, using pictures, raising learners’ awareness, and considering learners’ learning style while teaching collocations; (e) teacher educators mostly held the view that the teachers should be professional in second language and also have high knowledge of vocabulary and grammar, (f) assignments, such as filling in blanks and matching words, playing with collocations and encouraging students to make sentences with collocations were recommended by instructors; (g) regarding the significance of teaching collocations, both groups held the view that collocations could play crucial role in enhancing EFL learners’ knowledge of language, (h) and using collocations showed the depth of the knowledge. With regard to challenges of teaching collocation, first language interference was reported as the main challenge.
