The Effect of Input Enhancement on Learning Grammatical Collocations

The Effect of Input Enhancement on Learning Grammatical Collocations

Collocation is known as one of the most problematic areas in learning a second language and it seems that if one has tendency to improve his or her communication ability in another language, the elaboration of collocation using competence is among the most important issues. This study investigated the role of input enhancement in teaching grammatical collocations for Iranian EFL learners. Two groups of Iranian intermediate EFL high school students in a language institute in Ardebil participated in this study. One group was considered as control group and the other as experimental that received treatment sessions. A Twenty-item multiple choice pre-test was administrated at first for both control and experimental groups. 10 session of treatment through bolding the target grammatical collocation in the reading passages provided for experimental groups. Post-test was administrated for both control and experimental groups after treatment sessions. The scores of post-test were analyzed using t-test. The results of t-test showed that there is no significant difference between two groups. The findings demonstrated that enhancing the collocational inputs is not significantly beneficial for EFL learners.

Collocation is known as one of the most problematic areas in learning a second language and it seems that if one has tendency to improve his or her communication ability in another language, the elaboration of collocation using competence is among the most important issues. This study investigated the role of input enhancement in teaching grammatical collocations for Iranian EFL learners. Two groups of Iranian intermediate EFL high school students in a language institute in Ardebil participated in this study. One group was considered as control group and the other as experimental that received treatment sessions. A Twenty-item multiple choice pre-test was administrated at first for both control and experimental groups. 10 session of treatment through bolding the target grammatical collocation in the reading passages provided for experimental groups. Post-test was administrated for both control and experimental groups after treatment sessions. The scores of post-test were analyzed using t-test. The results of t-test showed that there is no significant difference between two groups. The findings demonstrated that enhancing the collocational inputs is not significantly beneficial for EFL learners.