چکیده:
The current study is an attempt to investigate the impact of decision-making (selecting and matching) tasks and production (creation of sentences and completion of sentences) tasks on the collocational knowledge of Iranian intermediate EFL learners. To this end, sixty EFL learners were divided into two experimental (decision-making and production) groups. To determine the effects of the tasks, the participants in the two groups were given the collocation pre-test aiming at examining their existing knowledge of collocation. After being exposed to the treatment, they were given the collocation post-test to measure the learners’ gained knowledge. The results of the paired-samples t-test revealed that both groups had manifested significant enhancement in their knowledge of collocation after the treatment. Furthermore the results of the independent-samples t-test indicated that the production group performed better than decision-making group. In other words, production tasks were more effective in increasing the collocational knowledge of the participants.
خلاصه ماشینی:
When speakers encode their conceptualizations in words and sentences, they use their competence, that is, the linguistic knowledge of phonological semantics, grammatical, and collocational properties 1 Corresponding Author, Associate Professor of English Literature, Chabahar Maritime University, Email: behtash@cmu.
Collocation with limited choice at two points as dark/black as night/coal/ink get/have/receive a lesson/tuition/instruction [in noun phrase] Most Complexity and Variation Randall says that “the native speaker`s knowledge of the relationship between words and their immediate neighbors built up though extensive experience with the language, allows them to chunk the incoming text, thus reducing the processing cost of working memory” (Randall, 1946, p.
In the present study, the researchers seek to answer this question: how differently and to what extent can decision-making tasks and production tasks affect the collocational knowledge of Iranian intermediate EFL learners.
In other words, the researchers seek to answer these questions: 1) do decision-making tasks have a significant effect on the collocational knowledge of Iranian intermediate EFL learners?
This null hypothesis was tested for this question: production tasks have no significant effect on the collocational knowledge of Iranian intermediate EFL learners.
The third question aimed at finding whether decision-making tasks and production tasks have significantly different effects on the collocational knowledge of Iranian intermediate EFL learners.
This null hypothesis was tested for this question: decision-making tasks and production tasks do not have significantly different effects on the collocational knowledge of Iranian intermediate EFL learners.
The results showed that decision- making group and production group had significantly different effect on the collocational knowledge of Iranian intermediate EFL learners.