Bridging Theory and Practice: Enhancing Collocational Competence in Pakistan’s Secondary EFL Classroom through Teacher Development and Curriculum Reform

Abstract

This research investigates the importance of lexical collocations in English language teaching at secondary level in Pakistan. In spite of the broad and vast use of English in educational settings, many Pakistani EFL learners lack proficiency due to limited collocational knowledge and inadequate contextual language exposure. The study explores the conception, teaching techniques, and difficulties encountered by secondary school teachers concerning lexical collocations. Making use of a qualitative approach, semi-structured interviews were performed with 10 public-sector English teachers, and responses were evaluated thematically following Kvale’s model. Results show that most teachers have only incomplete or ambiguous knowledge of collocations and depend primarily on rote methods and textbook-based knowledge. Collocations are insufficiently present in the curriculum and assessment frameworks, leading to minimal classroom focus. Teachers also have lack of expertise, training resources, and confidence to teach collocations efficiently and productively. The research focuses on the crucial need for professional growth and development, incorporation of collocations in curriculum, and the development of pertinent instructional resources. It concludes that strengthening and improving collocational proficiency is required for enhancing fluency and ability to communicate in EFL learners, and that pedagogical reforms are crucial to bridge the gap between theoretical knowledge and practical language use in Pakistan’s educational context.