EXPLORING THANH HOA HIGH SCHOOL TEACHERS’ PERCEPTIONS OF COLLOCATIONS AND TEACHING COLLOCATIONS

Abstract

This article aims to identify Thanh Hoa high school teachers’ perceptions of collocations and teaching collocations. The study follows qualitative approach with the research design of a case study. The main data collection instruments are questionnaire and interviews. The findings of the study reveal that high school teachers of English have insufficient understandings about the nature of collocation. Besides, although they show great acknowledgement of the integral role of collocations in students’ language development, the teachers still pay inadequate attention to collocation teaching. Therefore, some useful pedagogical implications are also suggested for this group of English teachers to deal with the existing problems.