The Impact of Intentional and Incidental Instruction on the Noticing of English Collocations on Iranian Advanced EFL Learners

Publish Year: 1395
نوع سند: مقاله کنفرانسی
زبان: English
View: 917

This Paper With 14 Page And PDF and WORD Format Ready To Download

  • Certificate
  • من نویسنده این مقاله هستم

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این Paper:

شناسه ملی سند علمی:

ELTMAZAN01_015

تاریخ نمایه سازی: 26 شهریور 1395

Abstract:

Learning collocations has been considered to be one of the most difficult aspects of language learning which has received much interest in the field of English as a Foreign Language teaching (EFL). However, in Iran, great fame is on grammar not vocabulary during any EFL course. Students and maybe teachers themselves are not warning of word groupings. Students learn the words separately and memorize the words individually by translating them to their mother tongue. So, when students want to make collocations they fail to produce them correctly and work them out in contexts (Hashemi, Azizinezhad, & Dravishi, 2012). Therefore the present study was an attempt to provide useful information on the effects of two instructions on the noticing of English collocations in Iranian advanced EFL learners and to know how these instructions can facilitate the noticing of English collocations and provide teachers how to present collocations in two different conditions, namely intentional and incidental. To this purpose, 37 (female) participants aged between 20 and 32 were chosen based on their scores in Oxford Quick Placement Test (OQPT) from Ofogh Language Institute, Gorgan Province, Iran. They were then randomly divided into three groups, intentional (N=12), incidental (N= 13), and control (N= 12). Then, the participants in the intentional group received explicit instruction on English collocations, while the participants in the incidental group received implicit instruction, and the participants in the control group were taught in a traditional reading method. All the participants took a posttest immediately after five treatment sessions. The results indicated that the participants of the intentional group performed better than those of incidental and control groups; it is hoped that the findings can be fruitful for language learners, teachers, and syllabus designers

Authors

Narges Pourmand

Department of English Language Teaching, Gorgan Branch, Islamic Azad University, Gorgan, Iran & Department of English Language Teaching, Golestan Science and Research Branch, Islamic Azad University, Gorgan, Iran

Ali Derakhshan

Correspondence: Ali Derakhshan, Assistant Professor in Applied Linguistics, Department of English Language and Literature, Golestan University

مراجع و منابع این Paper:

لیست زیر مراجع و منابع استفاده شده در این Paper را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود Paper لینک شده اند :
  • Brown, A. (2009). Students" and teachers" perceptions of effective foreign ...
  • Eldaw, M. (1993). Should we teach EFL students collocations? System, ...
  • Ellis, N. (1994). Implicit and explicit language learning: An overview. ...
  • Ellis, N. (1997). Vocabulary acquisition: word structure, collocation, word class, ...
  • Ellis, R. (1993). The structural syllabus and second language acquisition. ...
  • Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford ...
  • Ellis, R. (2002). Does form-focused instruction affect the acquisition of ...
  • Ellis, R. (2005). Measuring implicit and explicit knowledge of a ...
  • Ellis, R. (2008). The study of second language acquisition. Oxford: ...
  • Ellis, R., Basturkmen, H., & Loewen, S. (2001). Preemptive FF ...
  • Farrokh, P. (2012). Raising aWarenes. of collocation in ESL/EFL classrooms. ...
  • Farrokhi, F, & Abbasi, F. (2011). A general approach to ...
  • Gass, S. M. (1999). Incidental vocabulary acquisition: discussion. Studies in ...
  • Hashemi, M., Azizinezhad, M., & Dravishi, S. (20 12).Collocation a ...
  • Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary ...
  • Hunt, A., & Beglar, D. (2005). A framework for developing ...
  • Izumi, S. (2002).Output, input enhancement, and the noticing hypothesis .Studies ...
  • Jafarigohar, M., & Imanian, M. (2013).The effectiveness of Implicit and ...
  • Jenkins, B. (2012). Implicit vs. Explicit Instruction: Which is better ...
  • Karami, M. (2013). Exploring effects of explicit vs. implicit teaching ...
  • Krashen, S. (1981). Second language acquisition and second language learning. ...
  • Krashen, S. (1982). Principles and practice in second language acquisition. ...
  • Krashen.S. (1993). The effect of formal grammar teaching: Still peripheral. ...
  • Krashen, S., & Terrell, T. (1983). The natural approach: Language ...
  • _ arsen-Freeman, D. (2003). Teaching language: From grammar to grammmaring. ...
  • Lesniewska, J. (2006), collocations and second language use, Instytut Filologii ...
  • Long, M. (1991). Focus on form: A design feature in ...
  • Long, M. (2000). Focus On form in task-based language teaching. ...
  • Mahvelati, E. H., & Mukundan, J. (2012). The effects of ...
  • Mirzai, M. (2012). Implicit vs. explicit vocabulary learning: Which approach ...
  • Mueller, C. M. (2010).Effects of explicit instruction On incidental noticing ...
  • Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: ...
  • Reider.A. (2003). Implicit and explicit learning in incidental vocabulary acquisition. ...
  • Rosa, E., & ONeill, M. D. (1999). Explicitness, intake, and ...
  • Schmidt, R. (1990). The role of consciousnes in second language ...
  • Schmidt, R. (1993a). Awareness and second language acquisition. Annual Review ...
  • Schmidt, R., & Frota, S. (1986). Developing basic conversationl ability ...
  • Schmitt, N. (2008). Review article Instructed second language vocabulary learning, ...
  • Sharwood Smith, M. (1981). Con sc iousnes s-raising and the ...
  • Sharwood Smith, M. (1993). Input enhancement in instructed SLA: Theoretical ...
  • Swain, M., & Lapkin, S. (1 99 8).Interaction and second ...
  • Szudarski, P. (2012). Effects of meaning- and form-focused instruction on ...
  • Vural, E. (2010). Explicit and incidental teaching of English verb-noun ...
  • White, J. (1998). Getting the learner's attention. A typographical input ...
  • نمایش کامل مراجع