Effects of Form-focused, Meaning-focused, and Forms-focused Instruction on Iranian Intermediate EFL Learners' Development of Collocations

International Journal of Foreign Language Teaching and Research

مقاله 11، دوره 6، شماره 24، خرداد 2018، صفحه 157-186   

نوع مقاله: Research Papers

نویسندگان

Nasrin Dehghan¹؛ Sayyed Omid Tabatabaei^{* 2}

¹English Department, Faculty of Humanities, Islamic Azad University, Najafabad, Iran

²English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

چکیده

The current study was an attempt to investigate the effect of performing Focus on Form (FoF), Focus on Meaning (FoM), and Focus on Forms (FoFs) instructions on the development of collocational knowledge among Iranian intermediate EFL learners, and to explore any significant difference on the achievement of the participants' collocational knowledge among three groups. In so doing, 107 female intermediate EFL learners were selected for this research. They all took the Nelson proficiency test and 90 students who had gotten the higher scores were randomly divided into three groups of FoF, FoM, and FoFs. Before the treatment they were pretested and the results of the three groups did not have any significant difference, thus all of the learners were at the same level of knowledge. After the treatment, they were posttested and their scores in FoM group were considerably higher than the learner' scores in FoF and FoFs groups but the learners' scores in FoF and FoFs groups did not have any significant difference with each other. The findings of this study offer beneficial implications for EFL teachers, learners, and materials developers which are finally discussed.

کلیدواژه‌ها

Focus on Form؛ Focus on Meaning؛ Focus on Forms؛ Iranian Intermediate EFL Learners؛ Collocation