Abbas Ali Zarei - Associate professor, Imam Khomeini International University, Qazvin
Nazanin Tondaki - MA, Islamic Azad University, Qazvin

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.

Explicit instruction, Implicit instruction, Lexical collocations