Esmail Zainadiny Mofrad - Velayat University

Nowadays, Research in collocational knowledge has received special attention in the field of language learning and teaching. Hence, the current study aims to investigate the impact of knowledge of collocations on EFL learners’ comprehension through explicit instruction of this linguistic feature. The subjects were forty-six intermediate second-year English translation students in the University of Velayat. They were randomly assigned to two groups. In order to obtain the necessary data regarding collocational knowledge and proficiency, two pre-tests of collocational knowledge and comprehension were administered to both control and experimental groups to check initial performance in comprehension and collocational knowledge. Then the English collocations were taught to the experimental group while the control group received no specific instruction regarding collocations. Finally, a post test was utilized to measure the two groups’ comprehension. The results of statistical analysis revealed that the explicit instruction of collocations enhances EFL learners comprehension ability

collocational knowledge, Reading comprehension, EFL learners, explicit instruction