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Mohamadian, Zahra, Sabbagh Shabestari, Shiva. (1396). The effect of implicit input enhancement on learning grammatical collocations. , 5(2), 81-90. doi: 10.22049/jalda.2018.26251.1066
Zahra Mohamadian; Shiva Sabbagh Shabestari. "The effect of implicit input enhancement on learning grammatical collocations". , 5, 2, 1396, 81-90. doi: 10.22049/jalda.2018.26251.1066
Mohamadian, Zahra, Sabbagh Shabestari, Shiva. (1396). 'The effect of implicit input enhancement on learning grammatical collocations', , 5(2), pp. 81-90. doi: 10.22049/jalda.2018.26251.1066
Mohamadian, Zahra, Sabbagh Shabestari, Shiva. The effect of implicit input enhancement on learning grammatical collocations. , 1396; 5(2): 81-90. doi: 10.22049/jalda.2018.26251.1066

The effect of implicit input enhancement on learning grammatical collocations

The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
مقاله 7، دوره 5، شماره 2، پاییز 2017، صفحه 81-90  XML اصل مقاله (742.83 K)
شناسه دیجیتال (DOI): 10.22049/jalda.2018.26251.1066
نویسندگان
Zahra Mohamadian1؛ Shiva Sabbagh Shabestari email 2
1M.A. Student of TEFL, Department of Foreign Languages, Faculty of Humanities, Mohaghegh Ardebili University, Ardebil, Iran.
2M.A. Student of TEFL, Department of Foreign Languages, Mohaghegh Ardebili University, Ardebil, Iran.
چکیده
Collocation is known as one of the most problematic areas in learning a second language and it seems that if one has tendency to improve his or her communication ability in another language, the elaboration of collocation using competence is among the most important issues. This study investigated the role of implicit input enhancement in teaching grammatical collocations for Iranian EFL learners. Two groups of Iranian intermediate EFL high school students in a language institute in Ardebil participated in this study. One group was assigned as control group and the other as experimental that received treatment sessions. A Twenty-item multiple choice pre-test was administrated at first for both control and experimental groups. 10 session of treatment through bolding the target grammatical collocations in the reading passages were provided for experimental group. Post-test was administrated for both control and experimental groups after treatment sessions. The scores of post-test were analyzed using t-test. The results of t-test showed that there is no significant difference between two groups. The findings demonstrated that enhancing the collocational input is not significantly beneficial for EFL learners.
کلیدواژه‌ها
Input enhancement؛ Grammatical collocations؛ Implicit؛ Explicit؛ EFL learners؛ communication
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