The Effect of Form-Focused Versus Meaning-Focused Instruction on the Development of Adjective-Noun Collocations among Iranian EFL Learners

The Effect of Form-Focused Versus Meaning-Focused Instruction on the Development of Adjective-Noun Collocations among Iranian EFL Learners

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Part of #The Effect of Form-Focused Versus Meaning-Focused Instruction on the Development of Adjective-Noun Collocations among Iranian EFL Learners# :

Publishing year : 2015

Conference : Third International Conference on Applied Research in Language Studies

Number of pages : 12

Abstract: In this paper, the effects of form-focused versus meaning focus instruction on the development of adjective-noun colocations among Iranian EFL learners are investigated. This research took place in the academic year of 2012-2013. Fifty five intermediate learners were divided into two groups, during a four-week treatment; The two groups were provided with two different types of instruction. They were randomly selected with a form-focus instruction (N: 26) and the other group with a meaning-oriented instruction (discussion question) (N: 31). The results of the pre-test, post-test and the delayed post-test were analyzed using the paired samples t-test to find out the effect of form- and meaning-oriented instruction on the development of adjective + noun colocations on performance of The subjects. The data were analyzed using SPSS software to compare the means of the involved groups. The results showed that learners' collocational knowledge was improved as a result of the treatment provided in both groups. As a comparison between the results of the pre-test, post-test and delayed post-test, learners in both groups as FFI and MFI groups significantly improved their Collocational knowledge on post-test and delayed post-test. As a conclusion, it can be generalized that both types of instruction can promote learners' awareness of collocation specifically Adjective-Noun ones