Comparison of the Effects of Implicit and Explicit Teaching on Fifth Graders’ English Collocation Competence

• Main Authors: Hung-yen Cheng, 鄭鴻彥
• Other Authors: Ya-ming Tai
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/75325507917984265834

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 104 === The study aimed to compare the effects of implicit and explicit teaching on fifth graders’ English collocation competence. Forty-eight fifth graders at an elementary school in Taipei City were divided into two groups and assigned to the experimental programs. The 24 students in the implicit group received implicit teaching of collocation. While the other 24 students in the explicit group received explicit teaching of collocation. The experiment lasted for ten weeks totally, forty minutes per week. In this experimental study, a pre-test and a post-test regarding English collocations were used as the instruments. The data were collected and analyzed with Independent-Sample t-test, One-way ANCOVA, and Paired-Sample t-test. The results show that in the aspect of English collocation competence, both groups made significantly improvement in the post- test after ten-week collocation teaching. Although the improvement score and average score of post-test of the explicit group were higher than the scores of the implicit group, the differences of English collocation competence between the implicit group and the explicit group did not reach the significant level of difference. Comparing the effects of explicit and implicit teaching on English collocation competence, the results suggest that implementing both implicit and explicit teaching of collocation facilitate and significantly improve fifth graders’ English collocation competence. Finally, according to the study, some suggestions are offered.