Effect of Using Cooperative and Non-Cooperative Receptive and Productive pedagogical tasks on Iranian EFL Learners’ Idiom Learning

Journal of Language and Translation

دوره 13، شماره 4، بهمن 2023، صفحه 123-138   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2023.707841

نویسندگان

Masoud Rezaeefar¹؛ Hassan Asadollahfam¹؛ Roya Ranjbar Mohammadi^{* 2}؛ Mohammad Hossein Yousefi²

¹Department of English, Bonab Branch, Islamic Azad University, Bonab , Iran

²Department of English, Bonab Branch, Islamic Azad University, Bonab, Iran

چکیده

Idioms are an intrinsic characteristic of every natural language and they are frequently used in spoken and written language; however, there has been insufficient research exploring the best strategies for teaching idioms to EFL learners. The aim of this study was to investigate the effect of cooperative and non-cooperative receptive and productive based activities on Iranian EFL learners’ idiom learning. To this purpose, 166 Iranian intermediate EFL learners were randomly assigned to the five groups: cooperative receptive group (CR), non-cooperative receptive group (NCR), cooperative productive group (CP), non-cooperative productive group (NCP), and a control group. Results from the receptive and productive vocabulary tests showed that all four experimental groups outperformed the control group in both immediate and delayed posttest. However, the CP and NCP instructions were more effective than the CR and NCR ones in in bringing about enhanced idiom learning. Furthermore, CR under the cooperative condition led to better learning compared to its non-cooperative type; however, the CP proved effective irrespective of the cooperative condition. Given the challenging nature of L2 idiom learning and its significance in developing language learners’ knowledge of English, the implications of this study were presented and discussed for teachers, students and syllabus designers.

کلیدواژه‌ها

Cooperative learning؛ Idiom Learning؛ Individual learning؛ Productive tasks؛ Receptive tasks

مراجع

Abolfazli Khonbi, Z., & Sadeghi, K. (2017). Improving English language learners’ idiomatic competence: Does mode of teaching play a role? Iranian Journal of Language Teaching Research, 5(3 (Special Issue)), 61-79.
Ahmadi, A., Sahragard, R., & Babaie Shalmani, H. (2017). Anthropomorphism–matters or not? On agent modality and its implications for teaching English idioms and design decisions. Computer Assisted Language Learning, 30(1-2), 149-172.
Ahour, T., & Ranjbar Mohammady, R. (2016). Iranian EFL Learners’ Lexical Inferencing Strategies at Both Text and Sentence Levels. Iranian Journal of Applied Language Studies, 8(2), 1-26.
Baddeley, A. D. (1997). Human memory: Theory and practice. Hove, U.K.: psychology press.
Baudrit, A. (2005). Apprentissage coopératif et entraide à l’école. Revue française de pédagogie, 153(1), 121-149.
Bromley, K., & Modlo, M. (1997). Using cooperative learning to improve reading and writing in language arts. Reading & Writing Quarterly: Overcoming Learning Difficulties, 13(1), 21-35.
Caillies, S., & Le Sourn-Bissaoui, S. (2006). Idiom comprehension in French children: A cock-and-bull story. European Journal of Developmental Psychology, 3(2), 189-206.
Chen, C.-H., & Yang, Y.-C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.
Cieślicka, A. (2006). Literal salience in on-line processing of idiomatic expressions by second language learners. Second Language Research, 22(2), 115-144.
Cieślicka, A., & Heredia, R. R. (2011). Hemispheric asymmetries in processing L1 and L2 idioms: Effects of salience and context. Brain and Language, 116(3), 136-150.
136 Effect of Using Cooperative and Non-Cooperative Receptive …
Conklin, K., & Schmitt, N. (2012). The processing of formulaic language. Annual Review of Applied Linguistics, 32, 45-61.
Crow, J. T. (1986). Receptive vocabulary acquisition for reading comprehension. The Modern Language Journal, 70(3), 242-250.
De Caro, E. E. R. (2009). The advantages and importance of learning and using idioms in English. Cuadernos de Lingüística Hispánica(14), 121-136.
Eckerth, J., & Tavakoli, P. (2012). The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading. Language Teaching Research, 16(2), 227-252.
Faraj, A. K. A. (2015). Effective Strategies for Turning Receptive Vocabulary into Productive Vocabulary in EFL Context. Journal of Education and Practice, 6(27), 10-19.
Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational research, 45(1), 83-93.
Gull, F., & Shehzad, S. (2015). Effects of cooperative learning on students' academic achievement. Journal of Education and Learning, 9(3), 246-255.
Güngör, Z. Y. (2018). Using the cooperative learning for teaching idioms on French foreign language students. European Journal of Education Studies, 5(8), 143-164.
Gupta, M., & Ahuja, J. (2014). Cooperative integrated reading composition (CIRC): Impact on reading comprehension achievement in English among seventh graders. IMPACT: International Journal of Research in Humanities, Arts and Literature, 2(5), 37-46.
Harmer, J. (2007). The practice of English language teaching. London: Longman.
Hinkel, E. (2018). Teaching speaking in integrated skills classes. The TESOL encyclopedia of English language teaching, 1-6.
Jacobs, G. M., Power, M. A., & Inn, L. W. (2002). The teacher's sourcebook for cooperative learning: Practical techniques, basic principles, and frequently asked questions: Corwin Press.
Johnson, J., & Rosano, T. (1993). Relation of cognitive style to metaphor interpretation and second language proficiency. Applied psycholinguistics, 14(2), 159-175.
Kagan, S. (2014). Kagan Structures, Processing, and Excellence in College Teaching. Journal on Excellence in College Teaching, 25.
Kim, J.-e., & Nam, H. (2017). The pedagogical relevance of processing instruction in second language idiom acquisition. International Review of Applied Linguistics in Language Teaching, 55(2), 93-132.
Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39.
Kremmel, B., Brunfaut, T., & Alderson, J. C. (2017). Exploring the role of phraseological knowledge in foreign language reading. Applied Linguistics, 38(6), 848-870.
Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. Canadian modern language review, 59(4), 567-587.
Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language learning, 54(3), 399-436.
Laufer, B., & Paribakht, T. S. (1998). The relationship between passive and active vocabularies: Effects of languagelearning context. Language learning, 48(3), 365-391.
Leung, A., & Nakagawa, H. (2021). Exploring Collaborative Learning in Economics with Visual Aids. Journal of Economics Teaching, 6(1), 53-69.
Liontas, J. I. (2017). Why Teach Idioms? A Challenge to the Profession. Iranian
Journal of language and translation, Volume 13, Number 4, 2023 137
Journal of Language Teaching Research, 5(3), 5-25.
Liu, D. (2017). Idioms: Description, comprehension, acquisition, and pedagogy. New York: Routledge.
McCarthy, M., & O'Dell, F. (2002). English idioms in use (Vol. 2): Cambridge University Press Cambridge.
Nation, P. (2001). Learning vocabulary in another language: Cambridge university press.
Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 1, 35–39.
Obermeier, A., & Elgort, I. (2021). Deliberate and contextual learning of L2 idioms: The effect of learning conditions on online processing. System, 97, 102428.
Omidian, T., Akbary, M., & Shahriari, H. (2019). Exploring factors contributing to the receptive and productive knowledge of phrasal verbs in the EFL context. Word, 65(1), 1-24.
Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. Second language vocabulary acquisition: A rationale for pedagogy, 55(4), 174-200.
Park, J., & Chon, Y. V. (2019). EFL Learners’ Knowledge of High-frequency Words in the Comprehension of Idioms: A Boost or a Burden? RELC journal, 50(2), 219-234.
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific studies of reading, 11(4), 357-383.
Qi, Y., & Ding, Y. (2011). Use of formulaic sequences in monologues of Chinese EFL learners. System, 39(2), 164-174.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. England: Palgrave
Macmillan.
Shirazi, M. G., & Talebinezhad, M. R. (2013). Developing Intermediate EFL Learners' Metaphorical Competence through Exposure. Theory & Practice in Language Studies, 3(1).
Siyanova-Chanturia, A. (2015). Collocation in beginner learner writing: A longitudinal study. System, 53, 148-160.
Slavin, R. E. (2011). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 388-404). New York: Taylor & Francis.
Sonbul, S., & Schmitt, N. (2010). Direct teaching of vocabulary after reading: Is it worth the effort? ELT journal, 64(3), 253-260.
Stepanovienė, A. (2013). Cooperative learning in the context of foreign language teaching and learning. Public Security and Public Order(9).
Swain, M. (1993). The output hypothesis: Just speaking and writing aren't enough. Canadian modern language review, 50(1), 158-164.
Swain, M. (2005). The output hypothesis: Theory and research. In Handbook of research in second language teaching and learning (pp. 495-508): Routledge.
Tahmasbi, M., & Farvardin, M. T. (2017). Probing the effects of task types on EFL learners’ receptive and productive vocabulary knowledge: The case of involvement load hypothesis. SAGE Open, 7(3), 2158244017730596.
Tamimy, M. (2019). The cultural attitudes towards cooperative learning: What proverbs can offer. Journal of Intercultural Communication Research, 48(4), 416-434.
Thyab, R. A. (2016). Mother-Tongue Interference in the Acquisition of English Articles by L1 Arabic Students. Journal of Education and Practice, 7(3), 1-4.
Titone, D., Columbus, G., Whitford, V., Mercier, J., & Libben, . (201 ). Contrasting bilingual and monolingual idiom processing. In R. R. Heredia & A. . C. slicka (Eds.), Bilingual Figurative Language Processing (pp. 171–207).
138 Effect of Using Cooperative and Non-Cooperative Receptive …
Creative Commons License: This work is licensed under a Creative Commons Attribution-Non Commercial- ShareAlike
International License
Cambridge: Cambridge University Press.
VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in second language acquisition, 15(2), 225-243.
Vasiljevic, Z. (2015). Teaching and learning idioms in L2: From theory to practice. Mextesol Journal, 39(4), 1-24.
Waring, R. (1997). The negative effects of learning words in semantic sets: A replication. System, 25(2), 261-274.
Webb, S. (2009). The effects of receptive and productive learning of word pairs on vocabulary knowledge. RELC journal, 40(3), 360-376.
Webb, S., & Kagimoto, E. (2009). The effects of vocabulary learning on collocation and meaning. Tesol Quarterly, 43(1), 55-77.
Wray, A. (2002). Formulaic language and the lexicon. London: Cambridge University Press.
Wu, W.-C. V., Lin, I.-T. D., Marek, M. W., & Ou Yang, F.-C. (2021). Analysis of English Idiomatic Learning Behaviors of an Audio-Visual Mobile Application. SAGE Open, 11(2), 21582440211016899.
Xie, H. (2017). Investigating Chinese EFL learners' comprehension of English idioms. Journal of Language Teaching and Research, 8(2), 329.
Zarei, A. A. (2014). L2 Idioms Learning through Cooperative Teaching Techniques English Language Teaching, 1(4), 1-20.
Zhang, X. (2017). Effects of receptive-productive integration tasks and prior knowledge of component words on L2 collocation development. System, 66, 156-167.
Zhong, H. F. (2018). The relationship between receptive and productive vocabulary knowledge: A perspective from vocabulary use in sentence writing. The Language Learning Journal, 46(4), 357-370.
Zhou, S. (2010). Comparing receptive and productive academic vocabulary knowledge of Chinese EFL learners. Asian Social Science, 6(10), 14.
Zyzik, E. (2011). Second language idiom learning: The effects of lexical knowledge and pedagogical sequencing. Language Teaching Research, 15(4), 413-433.