Abstract:
To investigate the effect of massed and distributed
collaborative and non-collaborative presentation on L2
learners’ comprehension and production of lexical
collocations, 105 participants at Takestan Islamic Azad
University in 4 groups were assigned to four different
treatment conditions (collaborative-massed; collaborativedistributed;
noncollaborative-massed; and noncollaborativedistributed
presentation of collocations). Participants were
given recognition and production posttests. To compare the
participants' comprehension of collocations, a two-way
ANOVA was used. Results indicated that the differences
among the types of presentation and method were not
statistically significant. Another two-way ANOVA was used to
compare the learners' production of collocations, which
showed that there was no significant difference between types
of presentation- massed and distributed. The differences
between methods of teaching- collaborative and noncollaborative-
were not statistically significant either.
However, the results indicated that the interaction effect of
method and presentation of lexical collocations was statistically
significant in the production of collocations. The findings of
the present study can have theoretical and practical
implications for teachers and learners of English.
Machine summary:
"Are there any significant differences among the effects of massed and distributed collaborative and non-collaborative presentation on second language learners’ comprehension of lexical collocations?
2. Are there any significant differences among the effects of massed and distributed collaborative and non-collaborative presentation on second language learners’ production of lexical collocations?
Yeok- Hwa (1998) argues that the collaborative learning approach to teaching a second language prepares learners for the kind of teamwork and critical interchange which they will need in their communities and workplace in the future in order to be effective participants.
Having administered the post-tests, the results were then subjected to statistical analysis to investigate the effect of massed and distributed collaborative and non- collaborative presentation on L2 learners’ comprehension and production of lexical collocations.
8. Results and Discussions The first research question sought to investigate the effect of massed and distributed collaborative and non-collaborative presentation on second language learners’ comprehension of collocations.
The results of the present study differ in some ways from previous studies (Yeok- Hwa, 1998; Biesenbach-Lucas, 2004; Biström, 2005; Willis, 2007) which support the efficacy of collaborative method of teaching a second language in comparison with non-collaborative methods.
If syllabus designers and teachers know which presentation, massed or distributed, and which method, collaborative or non-collaborative, are more effective, they will be able to prepare textbooks and present materials in such a way to facilitate the learning of collocations and improve the learners' receptive as well as productive knowledge of such lexical combinations."