![]() ![]() The results indicated that both focused and unfocused tasks had a statistically significant impact on Iranian EFL learners' development of collocations however, the focused tasks were more effective. unfocused tasks on the learners' improvement in English collocations. A mixed between-within subjects analysis of variance (ANOVA) was conducted on the mean scores of both groups to find the effect of focused vs. The same collocation test was once again administered as the posttest of the study at the end of the treatment. ![]() Then, both groups received the aforementioned treatments throughout 15 sessions. The achievement test of collocations designed by Pishghadam, Khodadady, and Rad (2011) was administered as the pretest at the beginning of the course. One group had experienced focused tasks (N=16) and the other one had practiced unfocused tasks (N=16). To accomplish the purpose of the study, two upper-intermediate Iranian groups studying English in Faragiran Language Institute, Shiraz, Iran, were selected through convenient sampling. Through a quantitative analysis of learners' performance on collocations, the impact of focused and unfocused tasks on development of collocations was examined. The significance of communicative competence, a part of which includes knowledge of collocations in second language has been emphasized in recent approaches of EFL/ESL.
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