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THE ROLE OF COLLOCATIONS AND WORD FAMILIES IN
STRENGTHENING B1 LEVEL VOCABULARY
Ismoilova Shakhnoza Abdumalik qizi
Teacher of the “Foreign Languages“department of
Namangan State Technical University
+998917797123
Annotation.
This article investigates the significance of collocations and word
families in developing lexical competence among B1-level EFL (English as a Foreign
Language) learners. The study employs a mixed-method approach, combining pre- and
post-intervention vocabulary assessments, classroom observations, and learner
reflections. Findings reveal that targeted instruction in collocations and word families
leads to improved vocabulary acquisition, contextual usage, and learner confidence.
The article concludes with pedagogical recommendations for curriculum designers and
language instructors.
Key words:
B1 level, vocabulary acquisition, lexical competence, collocations,
word families, EFL learners, language pedagogy
Introduction
. Lexical competence, or the ability to understand and use words
effectively, is central to communicative language proficiency. At the B1 level of the
Common European Framework of Reference for Languages (CEFR), learners are
transitioning from basic to independent users. However, many learners plateau at this
stage due to inadequate vocabulary depth and limited exposure to natural language use.
Two powerful, yet often underutilized, tools for vocabulary development are
collocations and word families:
Collocations are combinations of words that commonly occur together
(e.g., “make a mistake”, “heavy traffic”), and they reflect natural language patterns.
Word families consist of a base word and its derivations (e.g., “inform”
→ “information, informative, informant”), aiding learners in recognizing and
producing varied lexical forms.
Understanding and applying these elements enhances not only vocabulary
knowledge but also grammatical accuracy and fluency. This article explores how
structured learning of collocations and word families affects vocabulary competence
among B1 learners over an 8-week intervention.
Materials and Methods
. Participants
Total: 40 B1-level EFL students
Age range: 17–22 years
Institution: Private language center in Tashkent, Uzbekistan
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Proficiency verification: Oxford Placement Test (B1 score range: 40–60)
Design and Procedure
The intervention spanned 8 weeks, with three 90-minute sessions per week,
totaling 36 hours of instruction.
Week Structure:
Day 1: Introduction to 8–10 new collocations and 3–5 word families
Day 2: Practice through reading, listening, and matching tasks
Day 3: Productive tasks such as role-plays, speaking prompts, and short writings
Materials Used
Adapted materials from English Collocations in Use (Intermediate)
Online corpora (e.g., COCA, BNC) for authentic examples
Custom worksheets and digital flashcards
Kahoot and Quizlet for gamified reviews
Assessment Tools
Vocabulary Pre- and Post-Tests: 40-item test on collocations and word families
Speaking Task Evaluations: Measured use of target lexical items
Learner Reflection Journals: Weekly entries on vocabulary use and difficulties
Teacher Observations: Focused on lexical accuracy and fluency during tasks
Results and Discussion
1. Improved Lexical Knowledge
The average vocabulary test score increased from 54% (pre-test) to 82% (post-
test). Students showed marked improvement in both recognition and usage of
collocations (e.g., “pay attention”, “catch a cold”) and derivational forms (e.g.,
“motivate → motivation, motivational”).
2. Enhanced Communicative Performance
Speaking tasks: 85% of students used at least five target collocations or word
family items appropriately.
Writing tasks: Greater variety of word forms and reduction in repetition were
observed.
Sample before:
“I want to do a presentation tomorrow.”
After instruction:
“I’m going to give a presentation on marketing trends tomorrow.”
3. Greater Learner Awareness
Reflection journals highlighted increased learner autonomy. Many students
reported using new words outside the classroom, particularly in listening and reading
contexts. Example from a student journal: “When I heard ‘strong coffee’ in a movie, I
remembered it from class. Before, I would just say ‘very coffee’ or ‘big coffee’.”
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4. Pedagogical Value
The findings underscore the benefit of teaching vocabulary not as isolated words,
but as systems: Collocations help learners sound more native-like and reduce
hesitation. Word families promote morphological awareness and vocabulary range.
Challenges Noted
Some learners initially found it difficult to remember fixed expressions.
Learners often confused near-synonyms (“do homework” vs. “make homework”).
Conclusion.
Teaching collocations and word families systematically can
significantly enhance the lexical competence of B1-level learners. These elements help
bridge the gap between vocabulary knowledge and real-life language use, facilitating:
Higher retention, better contextual understanding, improved fluency in productive
skills.
Recommendations.
o
Curriculum Designers: Include lexical chunks and word formation
exercises in textbooks and syllabus.
o
Teachers: Use corpora and authentic materials to expose students to
natural language use.
o
Learners: Engage in active vocabulary learning using digital tools and
self-monitoring techniques.
Future Research
Further studies could examine long-term retention of lexical chunks or compare
the effectiveness of collocation-focused instruction across CEFR levels (A2, B2, etc.).
Moreover, incorporating translation tasks and contrastive analysis with learners’ L1
could deepen understanding of collocational patterns.
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