TEACHING COLLOCATIONS TO YOUNG LEARNERS, A CASE STUDY AT PRIMARY SCHOOL “SELAMI HALLAQI’’ - GJILAN

Abstract

This research investigates efficient techniques for instructing collocations to young learners, centered on a case study completed at Primary School Selami Hallaqi, Gjilan. Collocations, defined as usual word pairings, are vital for developing language proficiency and fluency. Despite its significance, teaching collocations to young learners provides major hurdles thanks to their context-specific character and the limited language experience of the learners. This study employs numerous theoretical frameworks, including usage-based, cognitive-linguistic, and connectionist theories, to elucidate how young learners acquire collocations. A detailed literature study underlines the requirement of combining actual resources, active learning strategies, explicit instruction, and technology in the teaching of collocations. The research underlines the significance of tailored instruction, scaffolding, and culturally relevant materials to address the various learning requirements of young learners. Additionally, formative and summative evaluation procedures are evaluated to establish the efficiency of instructional approaches and encourage student growth. The results of the case study demonstrate the necessity of adopting these instructional strategies to develop collocational knowledge in young learners. By employing a combination of genuine resources, interactive activities, explicit instruction, and technology, educators may create an exciting and effective learning environment that increases the acquisition of collocations. The research presents tangible advice for educators adopting these approaches in their classes. Furthermore, the research underlines important challenges in the literature review process, such as locating relevant studies, evaluating the quality of research, and synthesizing data from diverse sources. It gives strategies to solve these challenges, assuring a full and complete review of the existing research. This study adds to teaching young learners English as a second language by giving substantial insights and practical techniques for enhancing collocational knowledge. Future study possibilities are offered, including longitudinal studies to examine the long-term effects of these teaching approaches and greater examination of the role of technology in collocation learning.