Abstract
The purpose of the present study was to compare the effects of input flooding and input elaboration on the learning of non-congruent collocations by Iranian English as a foreign language (EFL) learners. The participants of the study included 60 EFL learners at the intermediate level of language proficiency who were divided into two equal groups. They received the instruction of non-congruent collocations based on input elaboration and input flooding methods and their knowledge of non-congruent collocations was measured before and after the instruction. The results of paired samples t-tests run on the pretest and posttest scores of each group showed that input flooding and input elaboration had both significantly affected the learning of non-congruent collocations by the participants. However, the results of ANCOVA run on the pretest and posttest scores of non-congruent collocations test indicated that there was no significant difference between the two groups receiving input elaboration and input flooding in terms of their knowledge of non-congruent collocations after the treatment. This led to the conclusion that input flooding and input elaborations are two effective methods for teaching non-congruent collocations to Iranian EFL learners.
Highlights
A close look at the studies conducted on collocations (e.g., Källkvist 1995; Granger 1998; Lorenz 1999; Nesselhauf 2003, 2005) shows that second language (L2) learners, even at the advanced level, face many challenges when it comes to comprehending and learning these formulaic expressions
What is concluded from the present study is that input flooding and input elaboration are two effective methods for teaching non-congruent collocations to Iranian English as a foreign language (EFL) learners
Krashen (1992), one of pioneer scholars in the area of input and famous for proposing the famous Input Hypothesis theory, maintains that input must be comprehensible to language learners and this comprehensibility is in relation to the readiness of the learners in acquiring the input
Summary
A close look at the studies conducted on collocations (e.g., Källkvist 1995; Granger 1998; Lorenz 1999; Nesselhauf 2003, 2005) shows that second language (L2) learners, even at the advanced level, face many challenges when it comes to comprehending and learning these formulaic expressions. In the case of disagreement between linguistic units (non-congruent collocations), there is a high likelihood of negative transfer. This makes L2 learners create erroneous L2 combinations (Ellis 2008; Gass and Selinker 2008). Providing the L2 learners with adequate appropriate inputs serves as a way to help them to learn collocations more effectively
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