دورية أكاديمية
The Effect of Input Enhancement of Collocations in Reading on Collocation Learning and Retention of EFL Learners
| العنوان: | The Effect of Input Enhancement of Collocations in Reading on Collocation Learning and Retention of EFL Learners |
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| اللغة: | English |
| المؤلفون: | Goudarzi, Zahra, Moini, M. Raouf |
| المصدر: | International Education Studies. Jun 2012 5(3):247-258. |
| الإتاحة: | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/esTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2012 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| الواصفات: | Linguistic Input, Phrase Structure, Statistical Analysis, Retention (Psychology), Native Language, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Foreign Countries, Undergraduate Students, Student Placement, Language Tests, Reading Processes, Vocabulary Development |
| مصطلحات جغرافية: | Iran |
| تدمد: | 1913-9020 |
| مستخلص: | Collocation is one of the most problematic areas in second language learning and it seems that if one wants to improve his or her communication in another language should improve his or her collocation competence. This study attempts to determine the effect of applying three different kinds of collocation on collocation learning and retention of Iranian EFL university students. In this study collocations were presented in highlighted (bold), non highlighted and L1 glossed forms and these three groups of collocations were distributed among three 20 member groups of Iranian TEFL university students in Jahad daneshgahi university in Isfahan. Participants were upper intermediate sophomores and juniors. Participants read three passages under three different conditions (bold collocations, L1 glossed collocations, and non highlighted (text only) collocations). Afterwards, participants answered two collocation tests, one administered immediately after reading the texts and another two weeks later. One way repeated measures of ANOVA and follow up Scheffe post hoc tests (p<0.05) showed that the students in L1 glossed group outperformed the students in the other two groups and participants in highlighted group out performed non highlighted (text only) group. |
| Abstractor: | As Provided |
| Number of References: | 55 |
| Entry Date: | 2015 |
| رقم الانضمام: | EJ1066843 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1913-9020 |
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