چکیده:
This study investigated the relationship between teaching L2 semantic tasks (collocation vs. definition) in vocabulary achievement of Iranian intermediate EFL learners. To this end, 60 students at intermediate level studying in the Simin Institute were selected from a total number of 100 participants based on their performance on Oxford Placement Test. After ensuring the criterion of homogeneity, they were randomly assigned to two experimental and one control group each comprising 20 participants. Before starting the treatment, a pretest was administered to find out learners’ vocabulary knowledge. Then the experimental groups were instructed to use collocation and definition in vocabulary learning for 5 sessions while the control group received no treatment. After the end of the treatment, the same pre-test was administered to all groups as a post-test. Analysis of the results of three paired sample T-test and a one way ANOVA showed that the experimental group that received collocation task outperformed the other two groups (control group and second experimental group) in the post-test. It was concluded that teaching collocation task had a positive effect on learners’ vocabulary knowledge.
خلاصه ماشینی:
"The Impact of L2 Semantic Tasks (L2 Collocation versus L2 Definition) on Iranian Intermediate EFL Learners’ Vocabulary Achievement Mona Shamsi1, Ramin Rahimy 2 Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, IRAN Monashams707@yahoo.
As a result of this fact, subjects’ post-test score in the experimental group may be more homogenous after going under the treatment (vocabulary teaching as well as collocation task practice).
As a result of this fact, subjects’ post-test score in the experimental group may be more homogenous after going under the treatment (vocabulary teaching as well as definition task practice).
As a result of this fact, subjects’ post-test score in the experimental group may be more homogenous after going under the treatment (vocabulary teaching with existing method).
000 Pre-test EX1- Post-test EX1 Table 4 presents the results for the paired t-test for two sets of the learners’ scores in the first experimental group (EX1) in both pre- and post-test which received collocation task as vocabulary learning practice.
000 Pre-test EX2- Post-test EX2 Table 5 presents the results for the paired t-test for two sets of the learners’ scores in the second experimental group (EX2) in both pre- and post-test which received definition task as vocabulary learning practice.
This study showed that the three groups are different, and given the higher mean values for the first experimental group that received collocation task in posttest, there is a clear indication that using collocation task training helped students acquire vocabulary better than regular methods."