چکیده:
The primary aim of this study was to open up new ways with which teachers
could help learners improve their knowledge of vocabulary via collocation
activities. This study investigated the effect of collocation activities on
Iranian intermediate EFL learners’ vocabulary knowledge in order to solve
their vocabulary problems. To this end, 60 female students from Pardis
Institute in Lahijan, Iran participated in this study. They were divided into
two groups of 30, one as an experimental group that received collocation
activities as the treatment and a control group which received traditional
method of vocabulary instruction. The researchers used a quasiexperimental,
pre-test/post-test control group design. The data were analyzed
using an Independent Samples T-test and a series of paired Samples T-tests.
The findings of this study showed that collocation activities improved
significantly participant learners’ vocabulary knowledge. The findings from
paired-sample t-test indicated that the learners in the experimental group
outperformed the control group in vocabulary knowledge.
خلاصه ماشینی:
Department of English Language Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran Received: 17 June 2019 Revision: 18 October 2019 Accepted: 30 November 2019 Published online: 20 December 2019 Abstract The primary aim of this study was to open up new ways with which teachers could help learners improve their knowledge of vocabulary via collocation activities.
This study investigated the effect of collocation activities on Iranian intermediate EFL learners’ vocabulary knowledge in order to solve their vocabulary problems.
The results of this study represented that the experimental group outperformed the control group in the posttest, showing that teaching collocations can improve learners’ language proficiency.
The findings of the study revealed that the experimental group outperformed the control group, implying that teaching collocations lead to improvement in language proficiency.
As stated above, different researches have been conducted with regards to the impact of familiarity with collocation use on the improvement of language proficiency in different skills, but no study has been done in Iranian non-academic setting regarding the impact of collocation activities on Iranian intermediate learners’ knowledge of vocabulary.
To fulfill the objectives of this study, the following research question was proposed: Do collocation activities have any significant effect on Iranian intermediate EFL learners’ knowledge of vocabulary?
5. Discussion This section discusses the main findings of this study, which is in line with examining the effect of collocation activities on the Iranian intermediate EFL learners’ vocabulary knowledge.
com/main-journals/the-effects-of-collocation-instruction-on-the-reading-comprehension-and-vocabulary-learning-of-college-english-majors/ Accessed 18 December 2019.