Receiving Different Types of Input for Learning and Retention of English Grammatical Collocations in EFL Classrooms

Autor/inn/en	Farshi, Najmeh; Tavakoli, Mansoor; Ketabi, Saeed
Titel	Receiving Different Types of Input for Learning and Retention of English Grammatical Collocations in EFL Classrooms
Quelle	In: Pedagogies: An International Journal, 14 (2019) 4, S.297-312 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2019.1671848
Schlagwörter	English (Second Language); Grammar; Second Language Instruction; Written Language; Oral Language; Teaching Methods; Receptive Language; Expressive Language; Vocabulary; High School Students; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Fremdsprachenunterricht; Geschriebene Sprache; Oral interpretation; Mündlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Rezeptive Kommunikationsfähigkeit; Wortschatz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland
Abstract	The present study examined the effects of different types of written input on the learning and retention of collocational knowledge. Eighty-three second language (L2) learners from four intact classes were divided into a control group and three treatment groups. The treatment groups were provided with infrequent grammatical collocations embedded in genuine input, elaborated input, and modified elaborated input. They were exposed to the collocations during five instructional sessions and were assessed on their receptive and productive collocation knowledge using immediate and delayed posttests. The results indicated that (a) receptive and productive collocation knowledge can be learned incidentally through multiple exposures in genuine, elaborated, and modified elaborated input and (b) modified elaborated input, which induces more focus on form (FonF), can lead to significant immediate and long-term gains in receptive collocation knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01