چکیده:
The present study was an attempt to examine the effect of two different forms of presentation of collocations to Iranian EFL learners. The participants were 32 young adult EFL learners (14 males and 18 females) at intermediate level. Two different ways of organizing new collocations for presentation were examined.The participants were randomly assigned to two groups. The experimental group was exposed to semantically related collocations, whereas the comparison group was provided with collocations in a random fashion. The results of the data analysis indicated that there was no significant difference between the two ways of teaching collocations and thus there was no priority of one method over another.
خلاصه ماشینی:
"While there are bodies of studies to prove that teaching vocabularies and collocations, especially in context, has a significant effect on language learning, there is no solid research to investigate whether presenting semantically related collocations set by set, compared with the unrelated ones, makes learners aware of the difference between them.
Therefore, we need to consider collocational knowledge as an integral part of language teaching and learning in order to observe better proficiency in speaking and writing of most of the intermediate and upper-intermediate EFL learners.
185) In contrast, there have been many studies on clustering vocabularies around one specific theme or semantically related categories (Finkbeiner & Nicol, 2003; Papathanasiou, 2009; Wilcox, 2011), according to which clustering and grouping related words causes confusion for learners.
In a replication study with Japanese learners of English, Waring (1997) achieved similar results and concluded that presenting wordlists to students in semantic clusters, rather than in an unrelated group of words, can interfere with learning.
In another research conducted by Shamsudin, Sadoughvanini, & Zaid (2013) on Iranian EFL learners' collocational errors in speaking skill, fifteen postgraduate learners in an Intensive English Course in Malaysia participated in the study.
Table 4 t-test for production test رجوع شود به تصویر صفحه Discussion and Conclusion This study examined the effect of teaching semantically related collocations versus unrelated ones on the retention of collocations by Iranian young adult EFL learners."