Adjective + Noun Collocational Competence of L1 Thai Learners: A Comparative Study of a Regular Program and an English Program

  •  Paitoon Suwitchanphan    
  •  Supakorn Phoocharoensil    


The main purpose of the current research was to determine how Thai EFL students studying in the regular and English programs use adjective + noun collocations. The second purpose was to find out the relationship between school curricula and collocational competence of adjective + noun in three tests. The participants were 30 regular program students and another 30 English program students from a private secondary school in Bangkok, Thailand. The data collection instruments included the Gap-Filling Test (Test 1), the Collocation Selection Test (Test 2), and the Descriptive Written Task (Test 3). The main findings have shown that, in Test 1, the regular program participants (69.33%) scored higher than the English program participants (57.67%). According to the findings from Test 2, there was no significant difference between the curricula and the Collocation Selection Test. For Test 3, the regular program participants used more adjective + noun collocations (279 tokens) than did the English program ones (211 tokens). The pedagogical implications were also proposed to enhance learners’ collocational competence, especially adjective + noun collocations.

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