1. Applied Linguistics (Language Teaching and Learning)
Zahra Mohamadian; Shiva Sabbagh Shabestari
Abstract
Collocation is known as one of the most problematic areas in learning a second language and it seems that if one has tendency to improve his or her communication ability in another language, the elaboration of collocation using competence is among the most important issues. This study investigated the ...
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Collocation is known as one of the most problematic areas in learning a second language and it seems that if one has tendency to improve his or her communication ability in another language, the elaboration of collocation using competence is among the most important issues. This study investigated the role of implicit input enhancement in teaching grammatical collocations for Iranian EFL learners. Two groups of Iranian intermediate EFL high school students in a language institute in Ardebil participated in this study. One group was assigned as control group and the other as experimental that received treatment sessions. A Twenty-item multiple choice pre-test was administrated at first for both control and experimental groups. 10 session of treatment through bolding the target grammatical collocations in the reading passages were provided for experimental group. Post-test was administrated for both control and experimental groups after treatment sessions. The scores of post-test were analyzed using t-test. The results of t-test showed that there is no significant difference between two groups. The findings demonstrated that enhancing the collocational input is not significantly beneficial for EFL learners.
Dr. Jafar Afshinfar; Awat Shokouhifar
Abstract
This study seeks to investigate the effect of explicit and implicit corrective feedback on the narrative writing of advanced Iranian EFL learners. In so doing, the study was conducted with 76 advanced EFL learners from 3 intact classes at an English language teaching institute in Iran. The sample was ...
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This study seeks to investigate the effect of explicit and implicit corrective feedback on the narrative writing of advanced Iranian EFL learners. In so doing, the study was conducted with 76 advanced EFL learners from 3 intact classes at an English language teaching institute in Iran. The sample was selected from among 92 learners by means of Oxford Quick Placement Test. After the researchers administrated the placement test, the participants were assigned into two experimental groups and one control group randomly. Following this phase of the study, the participants in the experimental and control groups were invited to write their first composition as the pre-test of the study. Then one experimental group received explicit corrective feedback and the other experimental group was offered implicit corrective feedback as treatment. The control group, however, did not receive any treatment. Within a time lapse of two weeks, the same procedure was repeated for the second composition which served as the post-test of the study. The results of t-test and covariance revealed positive effects of giving written corrective feedback on the advanced EFL learners' writing. Furthermore, the results highlighted the superiority of giving explicit corrective feedback over the implicit one in written tasks.
