How Does The Storytelling Activity Promote Collocations Acquisition among English Students at King Faisal University?
page Table Content
3 ‘ Abstract
3-4 ‘ Introduction
4-5
‘ Literature Review
5 ‘ Significance Of Research
5 ‘ Research Questions
5-6 ‘ Research Methodology
6 ‘ Ethical Consideration
6 ‘ Limitations Of Research
6-7 ‘ Expected Result
7-8 ‘ References
8-9 ‘ Appendix
Abstract
This study investigates the development of English collocations’ knowledge among 80 undergraduate participants majoring in English Department at King Faisal University. To achieve our aim the participants were given pre-posttest dealing with some collocations, ‘fill in the blank-test’ and ‘multiple choice ‘test’.
Storytelling experiment applied on the participants during the academic semester, the pretest was given to them before the storytelling treatment, and the posttest was given after the treatment ,the data collected throw the pre-posttest design , the results revealed that students’collocational knowledge developed throw the treatment .In addition, the participants showed significant differences between the results .
Moreover, my results suggested that students have a positive attitude towards storytelling experience and overall motivation in experiment classes.
Introduction
Many researches in the field of second language acquisition (SLA) stressed the significant of vocabulary, and within the vocabulary researches many researchers focused on the importance of the word combinations ‘Formulaic language’.
Formulaic language includes: Idioms, collocations, proverbs, rhymes and songs’.etc. (Shehata, 2008:13).
Collocation is one of the sub-categorizes of formulaic language and it has been recognize as a fundamental part phraseological qualification in English as a language (Herbst, 1996). Many of students especially Arabic students of English assumed to encounter obstacles in the acquisition of English collocations (Shehata, 2008) this is due to focus in learning individual words rather than English collocations. For this reason, many researchers and scholars follow different teaching strategies to enhance students’ language skills in general and collocations acquisition proficiency as well. Furthermore, as a learner of English in an EFL environment I have noticed that teachers don’t pay much attention to collocations in classes, while learners are necessary to master them to express their ideas in more varied ways. Whereas the collocation is an essential in the study of vocabulary, students must develop their acquisition of collocations by looking for dictionaries and summarize articles or even tell a story. Not much is known about how the storytelling method affects language development. Storytelling as a teaching technique is on the rise and under processing in many researches, in the storytelling process a person (the teller), using vocalization, narrative way and mental imagery, good communication with audience (recycle and creative communicate).
In current study, I will examine the effectiveness of the storytelling activity among students at King Faisal University, and how can this technique promote the acquisition of collocations. This experience is enjoyable and exciting, several of students have positive perspective toward this newfangled method than traditional materials. Stories are fun and keep interest high. (Roneys,1996) promotes the effectiveness of storytelling as a teaching method and points that is the base of communication , we communicate throw language ; single words, combinations of words and different kinds of collocations.
Literature Review
Brown (1974) believed that learning collocations improve the learner’s proficiency, listening comprehension and reading speed. In addition, he insisted that we speak and write in chunks language. I think stories are perfect pot for chunks language. Storytelling has a power and a capacity to increase the students’ vocabulary, different kinds of collocations have found in different kinds of stories. Storytelling provides opportunities to speak and also develop their oral language competence. (Ghoson, 2002). Furthermore, (Haven, 2007) states that, ‘storytelling is a universal language that we all understand’. Numerous researchers believe that, students can recognize development in their language achievement from listening to storytelling.
Some of empirical studies examine the effect of storytelling on the development of receptive and productive language competence. For instance (Kim, 2010) investigates the role of storytelling in the development of adult learners of English major, five graduates and undergraduate, were use as participants in this study. The participants exposed to several of storytelling (twice a week for one hour), then the data were collected and analyzed. Different kinds of stories give different opportunities of skills; listening, writing and reading. The results of study showed effectiveness in improving language skills. This empirical study proved, that storytelling activity is an ideal medium to learn and memorize new words; I think the stories are good instrument to motivate the mental imagery of learners.
Storytelling improved some learning strategies, such as guessing. For example: hearing some stories contain some of collocations like intense, the native speaker knows that it is connected with words as pressure,heat,light,energy or feeling and one of those words will follow that adjective. This guessing strategy can be developed throw learning collocations (Laufer, 1988).
Significance of Research
Scholars have found that learners faced problems and therefor make some of mistakes in producing L2 collocations, and because the importance of collocations for the students in general and for the English students in particular. This study attempts to investigate some EFL learners knowledge of English collocations, and more specially to examine the performance of under -graduate students majoring in English at King Faisal University, the data will collect before and after the experiment .My experiment investigates the effect of storytelling as a modern educational tool, and how can it improved the acquisition of English collocations among students. The study will stimulate researchers to apply similar studies to other students and to encourage the Ministry of Education to take in to a count the importance of collocations and implement for teachers to follow new educational methods in teaching as storytelling technique.
Research Question
Is the storytelling experiment has a significant effectiveness in the performance of students English collocations at king Faisal University?
Research methodology
The study was organized at the English Language Department, King Faisal University. A total of 80 undergraduate students majoring in English took part in the study on a voluntary basis, the students were divided equally over four levels, 20 students from each level, and the levels are one, three, five and seven.
I followed pretest-posttest design , the test divided two parts ,the first part was ‘blank-filling test’ of English collocations (part1) and a’ multiple-choice test’ of English collocations (part2).The experimental group was subjected to a( pretest) immediately before starting the experiment and the same test (posttest)was given to them at the end of the experiment . The experimental group were exposed to different kinds of storytelling which rich of collocations;(fables, narrative, folktale, informational text, poetry’etc.), three-40min periods a week. The experiment started on the beginning of the academic semester and finished on the end of it.Moreover, I gave the students some of questioners to gather their opinions toward the experiment and to know how this experiment effects the students’ acquisition of collocations.
Ethical consideration
I took the permission from University’s Administration before starting my experiment and discussed the task to the advisors. The participants were chosen voluntarily, regardless to their names, age, gender or even nationalities.
The research was made by my efforts, depending on the similar researches in the same field, the data collected and analyzed precisely and neutrality.
Limitations of the Study
The study involved a sample of 80 undergraduate students from level one, three, five and seven this may be viewed as a restriction that limits the generalization of the results. The research took place in one semester that may cause some restriction as well. I think if the experiment circulated in academic year (two semesters) the results will be more convincing.
Expected Result
The data of the study collected throw pre-posttest design. By comparing the results, we found significant differences between the students’ achievements which determine significant development of collocations acquisition before and after the experiment .furthermore, using storytelling activity in improving collocations is a novelty technique, which encouraged the students to deal with this technique enthusiastically. In addition, this technique helped students developed healthy listening, The storytelling method ensures that student are not only more attentive, but also enhanced their creativity and the ability to store new vocabulary in their brain and retrieved them in case of need.
.The students exposed positive attitude toward the experiment and showed great development throw the treatment period. The teachers made a positive perspective too towards the experiment and they found the experience was enthusiastic and interesting, and they agreed that storytelling experience strengthen the students understanding of language collocations and provided a bridge across the gap.
References
Brown. (1974). Advanced vocabulary teaching: The Problem of Collocation.RELC
Journal,5(2),1-11.
Ghosn, I.K (2002) Four good reasons to use literature in primary school EL,T.Oxford:Oxford University Press
Haven, K.F. (2007).Story Proof: The science behind the starling power of story [Electronic recurs] Libraries Unlimited Incorporated.
Herbst, T. (1996). English Studies. What are Collocations: Sandy Beaches or False Teeth?
Kim. (2010)The effects of storytelling on adult English Language learners.
Linguistic Research, 27(3), 447-473
Laufer,B.(1988). What percentage of text-lexis is essential for comprehension? Inc.Lauren&M.Nordman (Eds) Special language: From humans thinking to thinking machines (PP.316-323)
Roney, R.C.(1996). Storytelling in the classroom: Some theoretical thoughts .storytelling world.volume9, P7-9, win-spr.
Shehata, A. (2008).L1 influence on the reception and production of collocations by advanced ESL/EFL Arabic Learners of English.
Appendix
‘ Students’ Questioner
Please read each question and mark your answer?
No Yes Is the storytelling activity enjoyable?
No Yes Do the storytelling classes hold your attention?
No Yes Do you think that storytelling classes good instrument to memorize language collocations?
No Yes Do you think that storytelling exercise promotes your self-confident?
No Yes Do you think the experience’s time is efficient to promote your collocations acquisition?
No Yes Do you prefer to participate similar of storytelling classes in the future?
No
Yes Do you agree that storytelling experiment is more effective than traditional materials?
Collocation Test (part1) ‘fills in the blank-test’
Put the suitable verb in the blank?
1-Don’t lie, just’the truth!
2-It is true that we ‘.weight when we eat much of pizza.
3-Adam’s wife ‘birth to a son last week.
5-He usually ‘a lot of his time writing.
6-The meeting ‘place at about 1:30 P.M. last week.
Put the suitable adjective in the blank?
1-At the end of the exam, learners receive their ‘results.
2-Today is your ‘chance to submit your assignment.
3-Is this a real hair or a’.one?
4-Burgur King is the largest ‘.food advertiser in the US.
5-Coca Cola, Miranda and Pepsi are all kinds of ‘.drinks.
6-I wish you do well in your test’luck!
Collocation Test (part2) ‘Multiple-choice Test’
Circle the correct verb that collocates with the noun in the following sentences?
1-The friends are’.the promise they made before the election.
A.performed B.breaking C.made D.have
2. The last year I went near this countryside, I believe I saw a boy’..a horse.
A.riding B.holding C.playing D.going
3. She doesn’t like to tell people what to do or ‘.orders.
A.give B.tell C.do D.inform
4. In his mind, John had ‘.a crime which was unforgivable.
A.commeted B, brought C.made D.printed
5- The student can’..an example.
A.supply B.do C.make D.give