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

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

Content Provider	Semantic Scholar
Author	Dehghan, Nasrin Tabatabaei, Sayyed Omid
Copyright Year	2018
Abstract	The current study was an attempt to investigate the effect of performing Focus on Form (FoF) which was text reconstruction task, Focus on Meaning (FoM) which was discussion task, and Focus on Forms (FoFs) which was word list collocations task 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 were randomly selected and 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.
Starting Page	157
Ending Page	186
Page Count	30
File Format	PDF HTM / HTML
Volume Number	6
Alternate Webpage(s)	http://jfl.iaun.ac.ir/article_65332_d87997438dad122a84094634812a22e4.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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