Collocations are essential for communication, especially in the field of business; however, the knowledge of collocations is often insufficient. The aim of the work is to compare the effectiveness of using authentic vs. non-authentic materials for teaching Business English collocations to bachelor programme pre-experience learners by means of conducting the quasi-experiment. The data collection tools, namely, classroom observation, course evaluation questionnaire and test results showed that the group that was taught the collocations using authentic materials made more considerable progress than the group, in which non-authentic materials were employed. It is concluded that authentic materials designed using corpora and business-related websites analysis facilitate learners’ collocational competence and should be incorporated in teaching.
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