The Role of Cognitive Style in the Collocational Knowledge Development of Iranian EFL Learners through Input Flood Treatment

Autor/inn/en	Mahvelati, Elaheh Hamed; Mukundan, Jayakaran
Titel	The Role of Cognitive Style in the Collocational Knowledge Development of Iranian EFL Learners through Input Flood Treatment
Quelle	In: English Language Teaching, 5 (2012) 10, S.105-117 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Cognitive Style; Experimental Groups; Second Language Learning; Second Language Instruction; Role; Phrase Structure; Language Proficiency; Control Groups; Linguistic Input; Teaching Methods; English (Second Language); Language Tests; Questionnaires; Foreign Countries; Statistical Analysis; Iran; Group Embedded Figures Test; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Zweitsprachenerwerb; Fremdsprachenunterricht; Rollen; Phrasenstruktur; Language skill; Language skills; Sprachkompetenz; Sprachbildung; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Fragebogen; Ausland; Statistische Analyse
Abstract	The differences in cognitive style between individuals and the effect these differences can have on second language learning have long been recognized by educators and researchers. Hence, this issue is the focal center of the present study. More precisely, the purpose of this study was to investigate the role of participants' cognitive style (field dependence vs. field independence) in their collocational knowledge development. That is, the study explored possible differences between field-dependent and field-independent learners with regard to the role of input flood treatment as an implicit method of collocation instruction. Two intact classes comprising sixty-four upper-intermediate learners with roughly the same level of language proficiency participated in this study. One class was randomly assigned to the experimental group and the other to the control group. The analysis of the data revealed that input flood treatment improved the performance of the experimental group at post-test stage. A deeper analysis concerning the differences between field-dependent/independent learners, however, indicated that this kind of teaching approach was more beneficial for field-independent learners in both short and long term. Moreover, the results of within-field-dependent/independent group showed that while input flood treatment did not have long-term effect on improving the field-dependent's knowledge of the target collocations, it had durable effect on the field-independent's collocation development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01