Analysis of Integrating Task-Based and Concept-Based Instruction Activities on EFL Learners’ Academic Collocation Learning

Abstract

The purpose of this study is analyzing the effects of integrating task-based and concept-based instruction activities on efl learners’ academic collocation learning and discussing on effects of LINGUISTICS that has many specializations. Using experiences, experimental method, qualitative and inductive analysis, and via investigating errors in using English at English classrooms and esp. students’ grammatical errors via collecting the data from a questionnaire, this paper also presents approaches to collocations academic, task-based and concept-based instructional activities, as well as factors affecting academic collocation learning. Last but not least, this study also analyze and propose both general and specific solutions for English education in the country.