Afsaneh Saeedakhtar - Assistant Professor of University of Mohaghegh Ardabili
Masoumeh Heydarizad - MA Student of University of Mohaghegh Ardabili

Recent studies have concluded that even advanced foreign language learners of English lackcollocational competence which is developed later on in comparison with other componentsof language. To obviate such a problem previous studies have attempted to investigate therole of different methodological options in teaching collocations. In line with them this studyexamined the differential effect of input-flooding and input-enhancement instructions onlearners receptive knowledge of lexical and grammatical collocations in both short and longterms. Furthermore, it elicited L2 learners attitude toward the role of input flooding andinput enhancement in learning collocations. To this purpose, 60 volunteer Iranianintermediate learners of English were randomly divided into two experimental groups and acontrol group. Each group was composed of 20 participants. During the 5-session treatment,the experimental groups were exposed to collocations in two different conditions, i.e., inputflooding instruction and input enhancement instruction. The control group did not receiveany instruction on collocations. The results of the study indicated that the experimentalgroups outperformed the control group in recognizing collocations both on the immediateand delayed posttests. The results also revealed that the input flooding group outperformedthe input enhancement group in receptive performance on the immediate posttest, but findingsshowed no significant difference between the performance of the experimental groups on thedelayed posttest. The results of the questionnaire revealed that all learners had positiveattitudes toward the effect of both input flooding and input enhancement on learningcollocations.

Collocation, input enhancement, input flooding