Department of English Language, RoA.C., Islamic Azad University, Roudsar, Iran
Abstract: (11 Views)
Objective: Learning collocation is learning how to communicate idiomatically. The storage of collocations enables nonnative speakers to add a special flavor to their speech. This study sought to examine the impact of teaching two various modes of reading manipulation, including reading-while-listening versus reading-aloud on Iranian intermediate EFL learners’ enhancement in lexical collocations.
Method: For this purpose, 50 L1 Persian EFL students were selected out of 75 students through administrating the Comprehensive English Language Test (CELT), as the standard proficiency test. They were studying English as the foreign language whose age range was 19-27. They were then assigned to two comparison groups involving Reading-while-Listening Group (RWLG) and Reading-Aloud Group (RAG). Both comparison groups were pretested through a piloted lexical collocation test. Then both groups were instructed through a ten-session treatment. The RWLG was treated through reading while listening mode, via which the participants read and listened to the target collocations throughout texts simultaneously, and the RAG was instructed through reading aloud the target collocations presented through texts. Upon the completion of the treatment, both groups were posttested through the same version of lexical collocation test to check the effectiveness of the treatments.
Results: The finding of the study through running paired-samples and independent samples t-tests indicated the two reading modes of input were effective on the learners’ enhancement in collocation gains, but there were significant differences in the lexical enhancement of the two groups. The impact of reading-while-listening mode on the learners' enhancement in lexical collocation far outweighed that of the reading-aloud mode.
Conclusion: The implications and recommendations were also presented. The findings of the study are valuable in EFL contexts and have pedagogical implications for L2 teachers and L2 learners.
Method: For this purpose, 50 L1 Persian EFL students were selected out of 75 students through administrating the Comprehensive English Language Test (CELT), as the standard proficiency test. They were studying English as the foreign language whose age range was 19-27. They were then assigned to two comparison groups involving Reading-while-Listening Group (RWLG) and Reading-Aloud Group (RAG). Both comparison groups were pretested through a piloted lexical collocation test. Then both groups were instructed through a ten-session treatment. The RWLG was treated through reading while listening mode, via which the participants read and listened to the target collocations throughout texts simultaneously, and the RAG was instructed through reading aloud the target collocations presented through texts. Upon the completion of the treatment, both groups were posttested through the same version of lexical collocation test to check the effectiveness of the treatments.
Results: The finding of the study through running paired-samples and independent samples t-tests indicated the two reading modes of input were effective on the learners’ enhancement in collocation gains, but there were significant differences in the lexical enhancement of the two groups. The impact of reading-while-listening mode on the learners' enhancement in lexical collocation far outweighed that of the reading-aloud mode.
Conclusion: The implications and recommendations were also presented. The findings of the study are valuable in EFL contexts and have pedagogical implications for L2 teachers and L2 learners.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). |
This work is licensed under a Creative Creative Commons — Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)