چکیده:
The current study was an attempt to investigate the effect of performing Focus on Form (FoF), Focus on Meaning (FoM), and Focus on Forms (FoFs) instructions on the development of collocational knowledge among Iranian intermediate EFL learners, and to explore any significant difference on the achievement of the participants' collocational knowledge among three groups. In so doing, 107 female intermediate EFL learners were selected for this research. They all took the Nelson proficiency test and 90 students who had gotten the higher scores were randomly divided into three groups of FoF, FoM, and FoFs. Before the treatment they were pretested and the results of the three groups did not have any significant difference, thus all of the learners were at the same level of knowledge. After the treatment, they were posttested and their scores in FoM group were considerably higher than the learner' scores in FoF and FoFs groups but the learners' scores in FoF and FoFs groups did not have any significant difference with each other. The findings of this study offer beneficial implications for EFL teachers, learners, and materials developers which are finally discussed.
خلاصه ماشینی:
com Abstract The current study was an attempt to investigate the effect of performing Focus on Form (FoF) which was text reconstruction task, Focus on Meaning (FoM) which was discussion task, and Focus on Forms (FoFs) which was word list collocations task on the development of collocational knowledge among Iranian intermediate EFL learners, and to explore any significant difference on the achievement of the participants' collocational knowledge among three groups.
Keywords: Focus on Form; Focus on Meaning; Focus on Forms; Iranian Intermediate EFL Learners; Collocation Introduction Poole (2005) stated that FoF instruction is a kind of teaching which emphasizes the importance of communicative language teaching like trustworthy communication, and also lays emphasis on irregular and evident study of L2 grammatical structures.
Second, the study aimed at determining the effect of FoM instruction (Discussion task) on collocation improvement knowledge of Iranian intermediate EFL learners.
Effect of FoF Instruction on Collocation Improvement Knowledge of the Learners In this research question we want to know the sameness of the mean scores of pretest and posttest in FoF group.
Pretest and Posttest Average of FoF Group Effect of FoM Instruction on Collocation Improvement Knowledge of the Learners In this research question we want to know that are the mean scores of pretest and posttest the same in FoM group.
Posttest Average of FoF, FoM, and FoFs Groups Discussion The findings of Wilcoxon Signed Ranks Test revealed that FoF instruction had a significant effect on collocation improvement knowledge of Iranian intermediate EFL learners.