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Exploring Collocational Awareness in Teaching Turkish as a Second Language: A Narrative Inquiry with Instructors

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Title: Exploring Collocational Awareness in Teaching Turkish as a Second Language: A Narrative Inquiry with Instructors
Language: English
Authors: Erçin Ayhan (ORCID 0000-0002-8072-4257)
Source: Turkish Online Journal of Educational Technology - TOJET. 2025 24(4):81-90.
Availability: Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: https://tojet.net/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Turkish, Second Language Instruction, Private Colleges, Language Usage, College Faculty, Language Patterns, Vocabulary Development, Student Motivation
ISSN: 1303-6521
2146-7242
Abstract: This qualitative study investigates collocational awareness among instructors of Turkish as a Foreign/Second Language (TFSL), focusing on how regular collocation-focused activities influence their teaching practices. While the study was conducted in the Teaching Turkish as a Second Language (TSL) context at a private university in Türkiye, the term TFSL is employed as an inclusive designation, encompassing both foreign and second language learning contexts. Although collocations are critical for fluency and idiomaticity, limited research has investigated how TSL instructors conceptualize and integrate them into classroom instruction. Using a narrative inquiry design, data were collected from three instructors through semi-structured interviews and reflective journals. Over a four-week period, participants implemented collocation-based activities such as matching, substitution, and contextual exercises in their classes. Thematic analysis with MAXQDA, supported by triangulation across data sources, revealed that instructors initially treated collocations incidentally, but systematic integration led them to perceive improvements in students' vocabulary breadth, fluency, and motivation. Participants also reported greater awareness of their own pedagogical practices, recognizing collocations as requiring different instructional approaches than single-word vocabulary teaching. While all expressed commitment to sustaining collocation-focused teaching, their varying practices underscored the absence of a standardized framework for collocational pedagogy in TFSL contexts. The study concludes that collocation-oriented activities benefit both learners and instructors, though findings remain exploratory due to the small sample.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488681
Database: ERIC
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  Data: Exploring Collocational Awareness in Teaching Turkish as a Second Language: A Narrative Inquiry with Instructors
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  Data: <searchLink fieldCode="AR" term="%22Erçin+Ayhan%22">Erçin Ayhan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8072-4257">0000-0002-8072-4257</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Turkish+Online+Journal+of+Educational+Technology+-+TOJET%22"><i>Turkish Online Journal of Educational Technology - TOJET</i></searchLink>. 2025 24(4):81-90.
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  Data: Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: https://tojet.net/
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  Data: <searchLink fieldCode="DE" term="%22Turkish%22">Turkish</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Colleges%22">Private Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Patterns%22">Language Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink>
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  Data: 1303-6521<br />2146-7242
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  Data: This qualitative study investigates collocational awareness among instructors of Turkish as a Foreign/Second Language (TFSL), focusing on how regular collocation-focused activities influence their teaching practices. While the study was conducted in the Teaching Turkish as a Second Language (TSL) context at a private university in Türkiye, the term TFSL is employed as an inclusive designation, encompassing both foreign and second language learning contexts. Although collocations are critical for fluency and idiomaticity, limited research has investigated how TSL instructors conceptualize and integrate them into classroom instruction. Using a narrative inquiry design, data were collected from three instructors through semi-structured interviews and reflective journals. Over a four-week period, participants implemented collocation-based activities such as matching, substitution, and contextual exercises in their classes. Thematic analysis with MAXQDA, supported by triangulation across data sources, revealed that instructors initially treated collocations incidentally, but systematic integration led them to perceive improvements in students' vocabulary breadth, fluency, and motivation. Participants also reported greater awareness of their own pedagogical practices, recognizing collocations as requiring different instructional approaches than single-word vocabulary teaching. While all expressed commitment to sustaining collocation-focused teaching, their varying practices underscored the absence of a standardized framework for collocational pedagogy in TFSL contexts. The study concludes that collocation-oriented activities benefit both learners and instructors, though findings remain exploratory due to the small sample.
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      – Text: English
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      Pagination:
        PageCount: 10
        StartPage: 81
    Subjects:
      – SubjectFull: Turkish
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Private Colleges
        Type: general
      – SubjectFull: Language Usage
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      – SubjectFull: College Faculty
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      – SubjectFull: Language Patterns
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Student Motivation
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      – TitleFull: Exploring Collocational Awareness in Teaching Turkish as a Second Language: A Narrative Inquiry with Instructors
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