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\n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Exploring Thai University Students’Receptive and Productive Knowledge of Collocations across Four Academic Faculties\u003Cbr>Dentisak Dokchandra*\u003Cbr>Department of Thai and Foreign Languages, Kasetsart University, Thailand Corresponding Author: Dentisak Dokchandra, E-mail: [dentisak.d@ku.th](dentisak.d@ku.th) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>The purposes of this study were to investigate the levels of receptive and productive knowledge of English collocations ofThai EFL university students and identify the types of grammatical and lexical collocations reported as most and least known by the students. The participants were 286 third-year regular students affiliated with four academic faculties at a university in northeastern Thailand, in the academic year 2018. The participants’ receptive and productive knowledge of collocations was measured through an acceptability judgment test and the collocation productive test. The results revealed that the participants’ receptive and productive knowledge of collocations was at a low level; their receptive and productive collocation knowledge was significantly different at a .05 level. At the receptive level, their most known grammatical and lexical collocations were verb + preposition and verb + noun respectively. At the productive level, adjective + preposition and verb + noun were their most known grammatical and lexical collocations respectively. The findings highlighted the growing trend of world-wide English learners displaying a low level of collocation knowledge and implied urgent need of explicit instruction of collocations for EFL learners with an emphasis on the easier-to-understand collocation types. |\n| Article history\u003Cbr>Received: September 07, 2019\u003Cbr>Accepted: November 12, 2019\u003Cbr>Published: December 31, 2019\u003Cbr>Volume: 10 Issue: 6\u003Cbr>Advance access: December, 2019 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Collocations, Receptive Knowledge, Productive Knowledge, Academic Faculty, Thai University Students |  |\n\nINTRODUCTION  \nOver the past two decades, EFL learners’ acquisition of English collocations has been the subject of extensive research. Research shows that collocation errors mostly occur as a consequence of creation of unacceptable items rather than non-understandable ones (Begagic, 2014) . When non-native speakers encounter a new collocation, they are able to arrive at its meaning correctly, but when they are to get a certain concept across, they tend to use sequences unacceptable in the target language. There is no, therefore, denying that the key to fluency lies in collocation. Grammatical and lexical collocations have, therefore, been vehemently suggested by linguists and language researchers (Lewis, 2000; Dokchandra, 2015; Rao, 2018) as the most effective aspects of language learning and teaching EFL teachers and learners alike need to uphold in the course of their English teaching and learning.  \nHill (2000) posits that lack of collocation competence is general weakness found in students’ oral and written performances, claiming that students who have good ideas are often given low marks because of ignorance of the four or five most important collocates ofa key word that is the focal point of their essays. With little or no knowledge of the collocations for expressing their ideas precisely, students  \nstruggle with longer utterances, adding to the likelihood of even more errors. Consequently, it can be stated that learning collocations will provide students with another way of saying something, and greatly enhance their language performance.  \nStatement of the Problem  \nFrom the researcher’s standpoint, the methods of teaching English to Thai EFL students in general are still unchanged. That is to say, most of the pedagogies employed by the teachers in this country are based on syntactic principles. They overempha","cbCaiatGBgtEYscJ","https://ap.wps.com/l/cbCaiatGBgtEYscJ","pdf",232512,"English","# Abstract\n# Introduction\n## Statement of the Problem\n## Significance of the Study","[{\"question\":\"What were the main purposes of the study?\",\"answer\":\"The study examined Thai EFL university students’ levels of receptive and productive knowledge of English collocations and identified which grammatical and lexical collocation types were most and least known.\"},{\"question\":\"How was collocation knowledge measured?\",\"answer\":\"Receptive knowledge was measured with an acceptability judgment test, while productive knowledge was measured with a collocation productive test.\"},{\"question\":\"What were the key findings about students’ collocation knowledge?\",\"answer\":\"Students showed a low level of both receptive and productive collocation knowledge, and receptive and productive levels differed significantly at the 0.05 level.\"}]","Advances in Language and Literary Studies - Issue 6 - Research Article | PDF",1792068548,23]