The Effect of Form versus Meaning-Focused Tasks on the Development of Collocations among Iranian Intermediate EFL Learners

Reza Pishghadam, Ebrahim Khodadady, Naeemeh Daliry Rad

Abstract


This study attempts comprehensively to investigate the effect of form versus meaning-focused tasks on the development of collocations among Iranian Intermediate EFL learners. To this end, 65 students of Mashhad High schools in Iran were selected as the participants. A general language proficiency test of Nelson (book 2, Intermediate 200A) was used to measure their general language ability. Moreover, a teacher-made collocation test was implemented to examine the participants’ collocation knowledge. Participants were divided into: form-focused instruction group (FFI), meaning-focused instruction (MFI) group, and a control group. The FFI group performed dictogloss task (DT) which focused on both target items and meaning. The MFI group assigned communicative task (pair /group discussion task) which did not required attention to the target items. The control group is designatedas the Conventional Group, simply to reflect the fact that theydid not receive focus-on-form instruction but rather receivedcombination of explaining collocation or new vocabulary and reading a text silently to mention its main idea or answer to comprehension questions. The results revealed the fact that FFI group (dictogloss task) significantly outperformed the other two groups on the collocation test.


Full Text: PDF DOI: 10.5539/elt.v4n2p180

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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