The Effect of Form versus Meaning-Focused Tasks on the Development of Collocations among Iranian Intermediate EFL Learners

Autor/inn/en	Pishghadam, Reza; Khodadady, Ebrahim; Rad, Naeemeh Daliry
Titel	The Effect of Form versus Meaning-Focused Tasks on the Development of Collocations among Iranian Intermediate EFL Learners
Quelle	In: English Language Teaching, 4 (2011) 2, S.180-189 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Grammar; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Foreign Countries; Phrase Structure; High School Students; Language Proficiency; Language Tests; Control Groups; Task Analysis; Communication (Thought Transfer); Vocabulary Development; Silent Reading; Instructional Effectiveness; Comparative Analysis; Pretests Posttests; Iran + Suchen Sie Ihr Suchwort? Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Phrasenstruktur; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Aufgabenanalyse; Communication; thought; Kommunikation; Gedanke; Wortschatzarbeit; Stilles Lesen; Unterrichtserfolg
Abstract	This study attempts comprehensively to investigate the effect of form versus meaning-focused tasks on the development of collocations among Iranian Intermediate EFL learners. To this end, 65 students of Mashhad High schools in Iran were selected as the participants. A general language proficiency test of Nelson (book 2, Intermediate 200A) was used to measure their general language ability. Moreover, a teacher-made collocation test was implemented to examine the participants' collocation knowledge. Participants were divided into: form-focused instruction group (FFI), meaning-focused instruction (MFI) group, and a control group. The FFI group performed dictogloss task (DT) which focused on both target items and meaning. The MFI group assigned communicative task (pair /group discussion task) which did not required attention to the target items. The control group is designated as the "Conventional Group," simply to reflect the fact that they did not receive focus-on-form instruction but rather received combination of explaining collocation or new vocabulary and reading a text silently to mention its main idea or answer to comprehension questions. The results revealed the fact that FFI group (dictogloss task) significantly outperformed the other two groups on the collocation test. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01