Semester

Spring

Date of Graduation

2007

Document Type

Dissertation

Degree Type

EdD

College

College of Education and Human Services

Department

Learning Sciences and Human Development

Committee Chair

Neal Shambaugh.

Abstract

Learning second language vocabulary has always been a challenge for second language (L2) learners. Transferring new vocabulary to an active stage has been an even greater challenge.;In the 1990s, Lewis (2002a) proposed the Lexical Approach as a means to help L2 learners with vocabulary acquisition. This approach encouraged the teaching of vocabulary in chunks, or in other words, putting emphasis on collocations. Focus on vocabulary collocations was suggested by several researchers (Brown, 1974; Hinkel, 2004; Lewis, 2001). They supported the teaching of collocations via in-class exercises. Cobb (1999) and Kaur and Hegelheimer (2005) showed that the use of a concordancer---an online resource which provides information on collocation---was beneficial to learners' development of active vocabulary. However, studies focusing on explicit teaching of academic vocabulary collocation via blended instruction, which consists of a combination of in-class and online instruction, were not found.;This case study examined how teaching academic vocabulary collocations affected the writing development of six students in an Intensive English Program (IEP). Collocation was presented and taught both in-class and via Moodle, the course management software used as the online environment. The study also looked at how these learners perceived blended instruction. These learners came from various language backgrounds. Data were collected via a questionnaire, in-class observations, and learners' journals, writing samples, mid-course reflections, online logs, and interviews. The class instructor also provided data in the form of instructor's journals and an interview.;The results demonstrated that prior to teaching collocations, the teacher needed to clarify the concept and its importance to learners. Moreover, the results showed that learners benefited from explicit teaching of vocabulary collocations. Regarding blended instruction, the learners perceived the online component as a review/practice tool rather than an integral part of the course. The study also revealed a certain lack of commitment with the online exercises, especially when these exercises were not directly affecting the learners' grades.

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