Executive-Level English Collocations

This paper investigates the effects of English collocation instruction on TOEIC reading comprehension among learners of English as a Foreign Language (EFL). Previous research has consistently demonstrated that formulaic language and lexical chunks facilitate automatic language processing, thereby enhancing reading fluency and comprehension. In particular, Choi (2011) reported that explicit chunk-based instruction significantly improved Korean EFL learners' TOEIC reading performance. Building upon these findings, the present study synthesizes major theoretical and empirical research on collocation learning and its relationship to reading comprehension. The literature indicates that explicit collocation instruction promotes faster lexical processing, more effective inferencing, and improved overall performance on the TOEIC Reading Test. The paper concludes by discussing pedagogical implications for EFL instruction and proposing practical strategies for incorporating collocation-based teaching into TOEIC preparation courses.