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100	1		_aTageddine, Hussein _gMaster English Literature
245	1	4	_aThe effect of teaching collocations on the speaking development of grade nine students
260			_aBeirut _bUniversité Libanaise - Faculté des lettres _c2014
300			_a104 pages
500			_aالنوع : Mémoire
520	3		_aSpeaking in a foreign language is very difficult and competence in speaking takes a long time to develop. The following study is aimed at investigating grade-nine students’ competence of English collocations. It depends on pre- and post-tests, as well as pre- and post-­questionnaires that are applied on two different groups of learners: a treatment group and a control one. Since it is a quasi-experimental study, both groups of students in Rafah School (the experimental group) and Lydda School (the control group) are pre-assigned by the researcher. The statistical results of the pre-tests show that students in both groups lack the knowledge of collocation; thus, having problems in their speaking skill. Classroom activities using collocations depending on Lewis (2000) strategies, in addition to Nation & Newton’s (2009) strategies have been applied. The results of the post-tests and post-questionnaires show that there is an increase in the knowledge of collocation; in other words, it is quite clear that there is progress in the ability of speaking fluently and accurately by learners in the treatment group. These results confirm the hypotheses proposed by the researcher that students in the experimental group are more likely to increase their proficiency in speaking as measured in the post-test than students in the control group who do not receive that training, and that they are more successful in learning collocations. Moreover, it answers the questions concerning the effect of teaching collocation on speaking development of grade-nine students and that there is a correlation between students’ proficiency in producing collocations and their amount of exposure to the English language. Furthermore, recommendations for further investigation of variables concerning teachers and learners, in addition to curriculum designers are highlighted by the researcher for further investigation.
650		4	_aCycle moyen L’enseignement de la Langue Anglaise Méthodes d’enseignement
650		4	_aIntermediate Education English Language Education Teaching Methods
650		4	_aالمرحلة المتوسطة تعليم اللغة الانكليزية طرق التعليم
856			_zUniversité Libanaise - Faculté des lettres - Branche 4
942			_cLAESDATA
999			_c20390 _d20390