Akademik Veri Yönetim Sistemi
INCOL -2019 International Congress of Languages, Adana, Türkiye, 9 - 11 Ekim 2019, ss.34-48
The last three decades of the EFL teaching field have witnessed a growing awareness of the importance of collocations, because there is consensus that when learners master these structures they will have approximated natural, native speaker-like command of the English language (Boers & Lindstromberg, 2009). However, since foreign language learners are not exposed to varied contexts to recognize and process collocations during the class (Durrant & Schmitt, 2010), textbooks are the primary sources for learners to obtain collocational knowledge. In this respect, the present study aims to examine the collocations and their types employed in the reading texts of the English teaching coursebooks, which have been selected to teach the A1 students in the School of Foreign Languages Department, Çukurova University in 2018-2019 academic year. More specifically, the study presents a portrait of verb collocation types employed in the reading texts and reveals differences among four coursebooks, two of which are general English language teaching coursebooks whereas the other books are academic skill coursebooks.
Key Words: Collocation, verb collocation, foreign language teaching.