The effects of Explicit and Implicit Instructional Techniques on Iranian EFL Learners' comprehension of Lexical Collocations

Publish Year: 1393
نوع سند: مقاله کنفرانسی
زبان: English
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ELSCONF02_059

تاریخ نمایه سازی: 25 بهمن 1394

Abstract:

To investigate the effect of different techniques of presentation of lexical collocations on the comprehension of Iranian Adult upper-intermediate learners of English, a sample of 180 participants at four major English language institutes in Qazvin were presented with six different implicit and explicit instructional techniques. Before the treatment, the researchers administered a pre-test including 160 multiple-choice items to make sure that the participants had no prior knowledge of the target collocations. The participants were then randomly assigned to two groups, and each group received instruction based on one of the treatment conditions: explicit or implicit presentation techniques. At the end of the treatment period, a comprehension test of lexical collocations was administered. The obtained data were analyzed using an independent samples t-test. The result indicated no significant difference between the effects of implicit and explicit techniques on the comprehension of lexical collocations. The findings of this study may have implications for learners, teachers, and syllabus designers.

Authors

Abbas Ali Zarei

Associate professor, Imam Khomeini International University, Qazvin

Nazanin Tondaki

MA, Islamic Azad University, Qazvin