Teaching new words using collocations has been acknowledged as an effective way in vocabulary classes

The goal of the study
The main goal of this research work is to find out whether teaching vocabulary through collocations will result in better vocabulary learning than teaching vocabulary using classical techniques such as definition or mother tongue translation. Our purpose is to show the contribution of collocations to vocabulary learning of students in English Foreign Language (EFL) classes in secondary schools in Uzbekistan.
Objectives of the research

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  to give basic information about collocations
  
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  to examine and compare the effect of teaching vocabulary using collocations in EFL classes
  
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  to find out whether teaching vocabulary through collocations will result in better vocabulary learning
  
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  to demonstrate the contribution of collocations to vocabulary learning of students in EFL classes
  
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  to compare effectiveness of collocation and definitions in vocabulary teaching
  

Research questions
This study intended to find answers to the following questions:
1. What is a collocation?
2. Does presenting new words through collocations have a more positive effect on vocabulary teaching compared to presenting them using classical technique-definitions?
3. How could collocations be used in classrooms?
4. What problems appear during classes when collocations are used and how can teachers overcome them?

2. 
   Methods
   

Pre- and post-test control group design was employed in this study. This involves one control group and one experimental group. For this study, pre-intermediate-level groups were chosen. In this study, the method of compare-contrast was effectively used. Moreover, the following methods were also used during the research: observation, comparative analysis, descriptive, historical, statistical research.
Setting
The study was carried out at school N17 in Tashkent region. The group sizes were not very large (15 and 14) and the pupils had not taken any English courses apart from the classes at school.
Participants
There was 9th grade class, which were being taught by English teacher. Twenty nine (29) ninth grade pupils from this classroom(9 B) participated in the study. In the experimental group, there were 14 pupils and in the control group, there were 15 pupils.

Table 1. The list of the pupils(Control group)