Abstract

Many researchers stress the importance of lexical coherence and emphasize the need for teaching collocations at all levels of language proficiency. Thus, this study was conducted to measure the relative effectiveness of explicit (consciousness-raising approach) versus implicit (input flood) collocation instruction with regard to learners’ knowledge of both lexical and grammatical collocations. Ninety-five upper-intermediate learners, who were randomly assigned to the control and experimental groups, served as the participants of this study. While one of the experimental groups was provided with input flood treatment, the other group received explicit collocation instruction. In contrast, the participants in the control group did not receive any instruction on learning collocations. The results of the study, which were collected through pre-test, immediate post-test and delayed post-test, revealed that although both methods of teaching collocations proved effective, the explicit method of consciousness-raising approach was significantly superior to the implicit method of input flood treatment.

Highlights

  • Vocabulary was taught as single items without paying attention to the relationship it had with its surrounding words in a text

  • This study aimed at exploring the role of consciousness-raising approach as an explicit method of instruction and input-flood treatment as an implicit method of instruction in learning collocations, and finding out which one can be more beneficial for Iranian EFL learners in the short and long term

  • This study aimed at investigating the effectiveness of consciousness-raising approach and input flood treatment on the learning of both lexical and grammatical collocations

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Summary

Introduction

Vocabulary was taught as single items without paying attention to the relationship it had with its surrounding words in a text. Since vocabulary was given the secondary status until the 1980s and 1990s due to the significance of emphasis on syntactic structures in the traditional language teaching (Carter and McCarthy 1988; Henriksen 1999 Bogaards 2001), it was generally treated as a reading or receptive problem This view is starting to change, and the traditional language teaching methods that only put emphasis on the semantic aspect of words and ignored the collocational fields of each word item have been challenged by Lewis’ (1993) Lexical Approach which is at the heart of the current communicative language teaching approach (1990s to the present). The need for shifting the focus from single words to the meaningful chunks has long been recognized by many researchers and scholars, the viable ways to develop language learners’ knowledge of these chunks have not been explored sufficiently in this body of research

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