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This paper examines whether incidental learning of collocations occurs in EFL classes in a university setting that focuses on conversations about everyday life via a variety of classroom activities. A total of 68 university freshmen participated in the study. A pre-test was administered and a post-test, 12 weeks after the first test, asking the participants to produce the target 20 collocations. The results showed that students learned collocations incidentally and that frequency of exposure, learners' first language and preexisting knowledge could be major factors to influencing learning knowledge of collocation. It was also discovered that combinations involving non-lexical items seemed to be one of the most difficult areas to learn.