چکیده:
Collocations play a crucial role in the efficiency of speaking in a second or foreign
language. However, learning non-congruent collocations has always presented itself
as a difficulty to foreign language learners. Against this background, the present
study aimed to investigate the effect of two types of dynamic assessment –
cumulative dynamic assessment and concurrent group dynamic assessment – on
learning non-congruent English collocations by L1-Persian learners of L2 English.
The participants were given the Preliminary English Test (PET) based on the results
of which 73 homogeneous learners were selected who were then assigned to two
experimental conditions. Prior to the experiments, the participants in both groups
were given a non-congruent collocations test designed by the researchers.
Afterwards, learners in one of the groups received cumulative group dynamic
assessment for the targeted collocations while participants in the second group
received concurrent group dynamic assessment. At the end of the treatment, both
groups were given a collocations post-test. The results of the statistical analyses
indicated that both cumulative and concurrent group dynamic assessment were
effective in learning non-congruent collocations. However, there was not any
statistically significant difference between the effects of the two types of assessment
on learning non-congruent collocations by the EFL learners.
خلاصه ماشینی:
Against this background, the present study aimed to investigate the effect of two types of dynamic assessment – cumulative dynamic assessment and concurrent group dynamic assessment – on learning non-congruent English collocations by L1-Persian learners of L2 English.
Against the background presented above, the present study attempted to contribute to the knowledge in this area through investigating the following research question: Is there any statistically significant difference between the effects of cumulative vs concurrent dynamic assessment on learning non-congruent collocations by Iranian EFL learners?
g. Ebadi & Yari, 2017; Ghahremani & Azarizad, 2013; Hashemi & Eskandari, 2017; Isavi, 2012; Miri, Alibakhshi, Kushki, & Salehpour Bavarsad, 2017; Sadeghi & Khanahmadi, 2011; Saeidi & Hosseinpour, 2013; Tabatabee, Alidoust, & Sarkeshikian, 2018; Zoghi & Malmeer, 2013).
g. Ashouri, Arjmandi & Rahimi, 2014; Jafarpour, Hashemi & Eskandari, 2017; Hashemian, & Alipour, 2013; Koya, 2003; Mongkolchai, 2008; Sadeghi & Panahifar, 2013; Uçar & Yükselir, 2015; Yumanee, 2012).
g. Anani Sarab & Kardoust, 2014; Ashkan & Seyyedrezaei, 2016; Conklin & Schmitt, 2008; Molavi, Koosha & Hosseini, 2014; Nesselhauf, 2003; Uçar & Yükselir, 2015).
As it was mentioned earlier, the main purpose of the present study was to investigate if there is any statistically significant difference between the effects of cumulative vs concurrent dynamic assessment on learning non-congruent collocations by Iranian EFL learners.
concurrent dynamic assessment on learning non-congruent collocations by Iranian EFL learners.
g. Ahmadi Safa & Beheshti, 2018; Hashemi & Eskandari, 2017; Miri, Alibakhshi, Kushki, & Salehpour Bavarsad, 2017; Tabatabee, Alidoust, & Sarkeshikian, 2018).