文章基本信息

标题：The Effect of Form versus Meaning-Focused Tasks on the Development of Collocations among Iranian Intermediate EFL Learners
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作者：Reza Pishghadam ; Ebrahim Khodadady ; Naeemeh Daliry Rad 等
期刊名称：English Language Teaching
印刷版ISSN：1916-4742
电子版ISSN：1916-4750
出版年度：2011
卷号：4
期号：2
页码：180
DOI：10.5539/elt.v4n2p180
出版社：Canadian Center of Science and Education
摘要：This study attempts comprehensively to investigate the effect of form versus meaning-focused tasks on the development of collocations among Iranian Intermediate EFL learners. To this end, 65 students of Mashhad High schools in Iran were selected as the participants. A general language proficiency test of Nelson (book 2, Intermediate 200A) was used to measure their general language ability. Moreover, a teacher-made collocation test was implemented to examine the participants’ collocation knowledge. Participants were divided into: form-focused instruction group (FFI), meaning-focused instruction (MFI) group, and a control group. The FFI group performed dictogloss task (DT) which focused on both target items and meaning. The MFI group assigned communicative task (pair /group discussion task) which did not required attention to the target items. The control group is designated as the Conventional Group , simply to reflect the fact that they did not receive focus-on-form instruction but rather received combination of explaining collocation or new vocabulary and reading a text silently to mention its main idea or answer to comprehension questions. The results revealed the fact that FFI group (dictogloss task) significantly outperformed the other two groups on the collocation test.