Ortaokul Öğrencilerinin Eşdizimlilik Bilgisi: Alıcı ve Üretici Boyutların Karşılaştırılması
Collocational Knowledge of Middle School Students: A Comparison of Receptive and Productive Dimensions

Summary/Abstract: This study aims to determine the receptive and productive collocational knowledge levels of middle school students, examine the relationship between these two types of knowledge, and identify whether collocational knowledge significantly differs by grade level. Collocation refers to the tendency of certain words to co-occur in language and plays a crucial role in vocabulary development and fluent, accurate language use. Especially in second language learning, the development of collocational competence directly influences both comprehension and production skills. Previous studies have shown that receptive language skills are generally acquired earlier and more easily than productive ones. The research employed a relational survey model and included a total of 598 students from 5th to 8th grades in two middle schools located in the Aegean Region of Türkiye. The data collection tool was the “Receptive and Productive Collocational Knowledge Assessment Tool” developed by Çetinkaya, Kesici, and Polat (2023). This tool measured students’ knowledge of five types of collocations (adjective + noun, noun + verb, noun + noun, adverb + adjective, adverb + verb) in both recognition and production formats. The reliability coefficient (KR-20) was 0.766 for the receptive subtest, 0.747 for the productive subtest, and 0.805 for the overall test, indicating acceptable internal consistency. The data were analyzed using the SPSS software, applying descriptive statistics, Pearson correlation coefficients, and one-way ANOVA. Eta-squared (η²) values were used to interpret the effect sizes. The data met the assumptions of normal distribution, thus allowing the use of parametric tests. Findings indicated that students' receptive collocational knowledge was generally at a “good” level. Particularly high scores were found in adjective + noun and noun + noun combinations. On the other hand, productive collocational knowledge was found to be at a “moderate” level overall, with students experiencing more difficulty in structures like adverb + adjective and adverb + verb. A statistically significant, positive but low correlation was found between receptive and productive collocational knowledge scores (r = 0.359, p<0.01), suggesting that although related, the two types of knowledge are distinct in cognitive processing. Grade-level comparisons revealed that both receptive and productive collocational knowledge significantly increased as grade level increased. Notably, 5th-grade students scored significantly lower than students in higher grades. ANOVA results showed high effect sizes for productive knowledge (η² ranging from 0.14 to 0.20), suggesting that grade level has a strong influence on students' ability to produce collocations. In the discussion, the findings are interpreted in light of existing literature. Consistent with Krashen’s (1982) input hypothesis, students perform better in recognizing collocations than in producing them. Similar results have been reported in studies by Talakoob & Koosha (2017) and Jeensuk & Sukying (2021), which found that receptive collocational knowledge tends to develop earlier and more reliably than productive knowledge in second language learners. The findings emphasize the importance of systematically addressing collocational competence in language education. It is not sufficient to merely expose students to frequent word combinations; instructional strategies should also support their active use in speaking and writing. Therefore, it is recommended that classroom practices include collocation-focused activities, especially in the context of productive language tasks such as writing exercises and oral presentations. In conclusion, this study provides comprehensive insights into the development of collocational knowledge at the middle school level by examining both receptive and productive dimensions. It highlights the developmental trajectory of these skills and points to the need for pedagogical interventions that address both aspects of vocabulary knowledge. Future research could focus on different age groups, educational contexts, or interdisciplinary applications to further explore the role of collocations in language acquisition. Additionally, studies exploring the relationship between collocational competence and broader skills such as reading comprehension or written expression would contribute significantly to the field.

• Details
• Contents