This study explores the effect of deductive (explicit) and inductive (inductive) instruction on the acquisition of English adjective+noun collocation by lower secondary school Turkish students, grouped as comparison and experimental, subjected to a nine-week instructional intervention. The results revealed that the learners exposed to the deductive instruction were far better at learning and retaining the target collocation patterns, as indicated by the comparisons of within- and between-group differences based on the pre-test, post-test, and delayed post-test results, using Friedman and Mann-Whitney U tests.
Deductive, inductive, explicit, implicit, collocation
|Author :||Burcu YALDIZ DURMUŞ -Abdurrahman KİLİMCİ|
|Number of pages:||371-383|