TEACHERS’ PERSPECTIVES TOWARDS SIGNIFICANCE OF COLLOCATION LEARNING AT GRADUATE LEVEL

Abstract

Vocabulary learning is the integral part of linguistic proficiency because no-language can be learnt properly without vocabulary storage in cognition. Collocation is the integral part of vocabulary learning as English language has a lot of collocations consisting on their denotative meanings. The study is quantitative in its nature and is conducted through a survey. Selected sample is 100 teachers teaching at graduate level in Multan. Five Likert scale questionnaires are used to note the perception of teacher teaching at graduate level. Analysis is made through the percentage of response and mean value. The study describes that 71% of the teachers have high intentions regarding collocations learning at graduate level and highly recommend making sure collocations part and parcel at graduate level. The disagreeing attitude is shown by 17% of the teachers while 11% remain neutral. The calculated mean value is 3.7 which describe the high intentions of the teachers to include the contents and other relevant constituents of collocations learning in the syllabus.