Receptive and productive collocational knowledge of post-intermediate and advanced University Learners of English

Abstract

Recent studies of receptive or productive collocation knowledge in learners of English as a second/foreign language focused on both types of collocational knowledge. Following this aim, this cross-sectional study focuses on measuring and comparing the similarities and differences in the receptive and productive collocation knowledge of post-intermediate and advanced Chilean learners of English. To measure the receptive collocation knowledge, the instrument applied was the COLLMATCH 2 test developed by Gyllstad (2007). On the other hand, the test developed by Nizonkiza (2012) was applied for the productive collocation knowledge. Both tests were used due to the similar emphasis on the Verb + Noun combination. The major findings of this research showed a slight difference in the collocation knowledge by both groups. The post-intermediate learners had a mean score of 47.38 and 32.13 in their receptive and productive collocation test, respectively. On the other hand, the advanced learners had a mean score of 47.94 and 33.56 in their receptive and productive collocation tests, respectively. Overall, the participants performed better on the productive collocation knowledge test, demonstrating a lower level of receptive collocation knowledge at both proficiency levels. Furthermore, by using Spearman and Pearson coefficient correlation statistics, our results established a positive correlation. While Spearman coefficient method of the post-intermediate was 0.60 and the advanced students 0.72, the Pearson coefficient method was 0.69 for the post-intermediate course and 0.75 for the advanced students. These increases in correlation suggested an improvement in the receptive and productive collocation knowledge from the post-intermediate level to the advanced level of proficiency.