چکیده:
The current study aimed at probing the impact of using enhanced and unenhanced corpus-based material on non-congruent idiom learning by Iranian female intermediate EFL learners. Initially, via adopting a quasi-experimental design, 120 participants from an English institute in Sanandaj were chosen conveniently from among different classes. They were given a Nelson Proficiency Test, the results of which were used to select 90 participants based on the standard deviation and the mean of the scores. These participants were then divided into three groups each consisting of 30. Prior to the treatment, the participants were given a researcher-made non-congruent idiom test. As for the treatment, the first experimental group received enhanced corpus-based materials while the second experimental group received unenhanced corpus-based materials. The control group received no treatment in terms of enhanced and unenhanced corpus-based materials and followed the regular syllabus of the institute. At the end of the treatment, the same pretest of non-congruent idioms was administered to the participants in the three groups as the posttest. The results of ANCOVA indicated that both enhanced and unenhanced corpus-based instruction had significant effects on learning non-congruent idioms. However, there was a significant difference between the effects of unenhanced and enhanced corpus-based instruction on learning non-congruent idioms, in favor of the second. Based on the findings of the present study, EFL teachers are encouraged to employ corpus-based materials in teaching L2 in general and in particular when it comes to teaching non-congruent idioms.
خلاصه ماشینی:
, 2013; Uçar & Yükselir, 2015; Vyatkina & Boulton, 2017), the find- ings of the present study are of significance as they contribute to enriching the literature regarding the effectiveness of using corpus-based materials in learn- ing different language skills and components.
Thus, the results of the present study can provide EFL researchers and practitioners with more awareness concerning the possible contributions of using modified corpus- based materials to teaching and learning non-congruent idioms.
In line with the purposes of the present study, the fol- lowing research questions were formulated: RQ1: Does the use of enhanced corpus-based materials have a significant impact on learning non-congruent idioms by Iranian EFL learners?
RQ3: Is there a significant difference between the impacts of the use of enhanced and unenhanced corpus-based materials on learning non- congruent idioms by Iranian EFL learners?
The First Null Hypothesis The first null hypothesis of the current study stated that the enhanced corpus- based instruction does not have any significant effect on learning non- congruent idioms by Iranian intermediate EFL learners.
Therefore, it can be in- ferred that the first null hypothesis of the study is rejected and thus enhanced corpus-based instruction has had a significant effect on learning non-congruent idioms by Iranian intermediate EFL learners.
The results of the statistical analyses indicated that enhanced corpus-based instruction had a significant effect on learning non-congruent idioms by Iranian intermediate EFL learners.
Furthermore, the findings of the study revealed that unenhanced corpus-based instruction had a significant effect on learning non-congruent idioms by Iranian intermediate EFL learners as well.