The Impact of Intentional and Incidental Instruction on the Noticing of English Collocations on Iranian Advanced EFL Learners دارای 14 صفحه می باشد و دارای تنظیمات در microsoft word می باشد و آماده پرینت یا چاپ است
فایل ورد The Impact of Intentional and Incidental Instruction on the Noticing of English Collocations on Iranian Advanced EFL Learners کاملا فرمت بندی و تنظیم شده در استاندارد دانشگاه و مراکز دولتی می باشد.
توجه : در صورت مشاهده بهم ریختگی احتمالی در متون زیر ،دلیل ان کپی کردن این مطالب از داخل فایل ورد می باشد و در فایل اصلی The Impact of Intentional and Incidental Instruction on the Noticing of English Collocations on Iranian Advanced EFL Learners،به هیچ وجه بهم ریختگی وجود ندارد
بخشی از متن The Impact of Intentional and Incidental Instruction on the Noticing of English Collocations on Iranian Advanced EFL Learners :
نام کنفرانس یا همایش : اولین کنفرانس کشوری روند فعلی وجهت گیری های آینده آموزش زبان انگلیسی در مدارس ایران
تعداد صفحات : 14
چکیده مقاله:
Learning collocations has been considered to be one of the most difficult aspects of language learning which has received much interest in the field of English as a Foreign Language teaching (EFL). However, in Iran, great fame is on grammar not vocabulary during any EFL course. Students and maybe teachers themselves are not warning of word groupings. Students learn the words separately and memorize the words individually by translating them to their mother tongue. So, when students want to make collocations they fail to produce them correctly and work them out in contexts (Hashemi, Azizinezhad, & Dravishi, 2012). Therefore the present study was an attempt to provide useful information on the effects of two instructions on the noticing of English collocations in Iranian advanced EFL learners and to know how these instructions can facilitate the noticing of English collocations and provide teachers how to present collocations in two different conditions, namely intentional and incidental. To this purpose, 37 (female) participants aged between 20 and 32 were chosen based on their scores in Oxford Quick Placement Test (OQPT) from Ofogh Language Institute, Gorgan Province, Iran. They were then randomly divided into three groups, intentional (N=12), incidental (N= 13), and control (N= 12). Then, the participants in the intentional group received explicit instruction on English collocations, while the participants in the incidental group received implicit instruction, and the participants in the control group were taught in a traditional reading method. All the participants took a posttest immediately after five treatment sessions. The results indicated that the participants of the intentional group performed better than those of incidental and control groups; it is hoped that the findings can be fruitful for language learners, teachers, and syllabus designers
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