Effects of Input Enhancement and Input Flooding on Learning English Collocations by Iranian Undergraduate EFL Students Through Corpus-based Instruction
الموضوعات : Research in English Language Pedagogy
Mohammad Oveidi
1
(Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
Mehrdad Sepehri
2
(Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
Sajad Shafiee
3
(Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
الکلمات المفتاحية: Concordance lines, Corpus-Based Instruction, English Collocations, Input Flooding, Visual Input Enhancement,
ملخص المقالة :
This study examined the impact of input flooding and visual input enhancement on the learning of English collocations. The research used instructional materials based on a corpus and followed a nonequivalent quasi-experimental design. A pretest, posttest, and delayed posttest procedure was used to gather the necessary data. Seventy-five EFL students at an upper-intermediate level functioned as the participants of the study. They were divided into three groups: two experimental groups (E1 and E2) and one control group. Each group consisted of 25 students. The teaching materials included fifty collocations. The experimental groups were given input-based tasks. As part of their task, they had to search for collocations in the concordance lines. Only the textbook was used by the participants in the control group for learning collocations. Mixed-ANOVA, One-way ANOVA, and various post hoc Tukey tests were employed to analyze the gathered data. The study revealed that the simultaneous implementation of input enhancement and input flooding had a positive impact on the acquisition of English collocations. In addition, the results suggested that the understanding of collocations remained intact among all the experimental groups. This led the researcher to conclude that using input and corpus-based tasks were effective strategies for students to understand collocations. These findings could have important implications for ESP/EFL instructors. By using input-focused instructions, second-language educators can use creative techniques to improve their students' understanding of collocations.
Allan, D. (2004). Oxford placement test. Oxford: Oxford University Press.
Amirabadi, A., Biria, Y., & Sedaghat, R. (2014). Efficacy of input flood vs. input enhancement in the learning and long-term retention of conditionals by intermediate Iranian EFL students. International Journal of Language Learning and Applied Linguistic World, 7(3), 562–575.
Aston, G. (2000). Corpora and language teaching. In L. Burnard & T. Mcenery (Eds.), Rethinking language pedagogy from a corpus perspective: Papers from the Third International Conference on Teaching and Language Corpora (pp. 7–17). Peter Lang.
Basal, A. (2019). Learning collocations: Effects of online tools on teaching English adjective‐noun collocations: Learning collocations with online tools. British Journal of Educational Technology: Journal of the Council for Educational Technology, 50(1), 342–356. https://doi.org/10.1111/bjet.12562
Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta‐analysis. Language Learning, 67(2), 348–393. https://doi.org/10.1111/lang.12224
Bui, T. L. (2021). The role of collocations in the English teaching and learning. International Journal of TESOL & Education, 1(2), 99–109.
Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2), 130–144. https://doi.org/10.1080/09588221.2013.803982
Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley & Sons.
Fakher Ajabshir, Z. (2020). Teaching second language collocations via concordances: The case of deductive and inductive approaches. Journal of Foreign Language Research, 10(2), 362–375. https://doi.org/10.22059/jflr.2020.303435.731
Fang, Y. X., & Jiang, X. (2020). The effect of visual input enhancement on formulaic sequence acquisition by Chinese second language learners. Language Teaching and Linguistic Studies, 5, 41–52.
Gao, J., & Ma, S. (2019). The effect of two forms of computer-automated metalinguistic corrective feedback. Language Learning & Technology, 23(2), 65–83.
Gholami, N., & Taghi Farvardin, M. (2017). Effects of input-based and output-based instructions on Iranian EFL learners’ productive knowledge of collocations. International Journal of Applied Linguistics & English Literature, 6(3), 123. https://doi.org/10.7575/aiac.ijalel.v.6n.3p.123
Hunston, S. (2002). Applications of corpora in applied linguistics. In Corpora in Applied Linguistics (pp. 96–136). Cambridge University Press.
Jamshidi, M., & Zenouzagh, Z. (2020). The effect of mobile-assisted teaching of collocations on reading ability of Iranian EFL learners. J. Appl. Linguist. Appl. Literature, 8, 111–138.
Lee, S.-K., & Huang, H.-T. (2008). VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A meta-analytic review. Studies in Second Language Acquisition, 30(3), 307–331. https://doi.org/10.1017/s0272263108080479
Lightbown, P., & Spada, N. (2013). How languages are learned. Oxford: Oxford University Press.
Li, J., & Cummins, J. (2019). Effect of using texting on vocabulary instruction for English learners. Language Learning & Technology, 23(2), 43–64.
Mahvelati, E. H. (2019). Explicit and implicit collocation teaching methods: Empirical research and issues. Advances in Language and Literary Studies, 10, 105–116.
Mahvelati, E. H., & Mukundan, J. (2012). The effects of input flood and consciousness-raising approach on collocation knowledge development of language learners. International Journal of Applied Linguistics and English Literature, 1(6), 182-192.
McCarthy, M., & Dell, F. (2017). English Collocations in Use. Cambridge University Press.
Moradi, M., & Farvardin, M. T. (2016). A comparative study of effects of input-based, meaning-based output, and traditional instructions on EFL learners’ grammar learning. Research in Applied Linguistics, 7(2), 99–119.
Marashi, H., & Rezaei, A. (2023). Using Input Enhancement and Output-Based Production in Writing Classes. International Journal of Foreign Language Teaching and Research, 11(44), 27–41.
Naseri, E., & Khodabandeh, F. (2019). Comparing the impact of audiovisual input enhancement on collocation learning in traditional and mobile learning contexts. Applied Research on English Language, 8(3), 383–422.
Naserpour, A., Zarei, A., & Esfandiari, R. (2020). The effects of task orientation and involvement load on learning collocations. Journal of Teaching Language Skills, 39(1), 71–114.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.
Gholami, N., & Taghi Farvardin, M. (2017). Effects of input-based and output-based instructions on Iranian EFL learners’ productive knowledge of collocations. International Journal of Applied Linguistics & English Literature, 6(3), 123. https://doi.org/10.7575/aiac.ijalel.v.6n.3p.123
Odell, F., & McCarthy, M. (2008). English collocations in use. Cambridge University Press.
Oveidi, M., Sepehri, M., & Shafiee, S. (2022). Differential Effects of Input/Output Tasks on Learning English Collocations by Iranian EFL Learners through the Corpus-Based Instruction. Journal of Modern Research in English Language Studies, 9(4), 143–168.
Pavia, N., Webb, S., & Faez, F. (2019). Incidental vocabulary learning through listening to songs. Studies in Second Language Acquisition, 41(04), 745–768. https://doi.org/10.1017/s0272263119000020
Puimège, E., & Peters, E. (2020). Learning formulaic sequences through viewing l2 television and factors that affect learning. Studies in Second Language Acquisition, 42(3), 525–549. https://doi.org/10.1017/s027226311900055x
Ramezanali, N., & Faez, F. (2019). Vocabulary learning and retention through multimedia glossing. Language Learning & Technology, 23(2), 105–124.
Rasooyar, H., & Salehi, N. (2016). The effect of corpus-based collocation instruction on Iranian EFL learners’ learning of non-congruent collocations. International Scientific Researches Journal, 72(10).
Reinders, H., & Ellis, R. (2009). 12. The effects of two types of input on intake and the acquisition of implicit and explicit knowledge. In Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (pp. 281–302). Multilingual Matters.
Rodgers, M. P. H., & Webb, S. (2020). Incidental vocabulary learning through viewing television. ITL - International Journal of Applied Linguistics, 171(2), 191–220. https://doi.org/10.1075/itl.18034.rod
Sepehri, M. (2015). The effects of data-driven learning on Iranian EFL learners’ writing skills development (Doctoral dissertation, University of Birmingham). https://etheses.bham.ac.uk/id/eprint/6267
Shah, M. I., Singh, K. S., & Amreet, K. (2020). Role of collocation in lexical behavior of foreign language learners: a corpus-based study of Pakistani English learners. International Journal of Advanced Science and Technology, 29(2), 1955–1963.
Shintani, N. (2015). The effectiveness of processing instruction and production-based instruction on L2 grammar acquisition: A meta-analysis. Applied Linguistics, 36(3), 306–325. https://doi.org/10.1093/applin/amu067
Sabanashvili, M., & Garibashvili, M. (2022). Are collocations worth teaching in adult learner English as a foreign language (EFL) classes? Journal of Education in Black Sea Region, 7(2), 188–202.
Smith, M. S. (1991). Speaking to many minds: on the relevance of different types of language information for the L2 learner. Interlanguage Studies Bulletin, 7(2), 118–132. https://doi.org/10.1177/026765839100700204
Sonbul, S., & El-Dakhs, D. (2020). Timed versus untimed recognition of L2 collocations: Does estimated proficiency modulate congruency effects? Applied Psycholinguistics, 41(5), 1197–1222. https://doi.org/10.1017/s014271642000051x
Toomer, M., & Elgort, I. (2019). The development of implicit and explicit knowledge of collocations: A conceptual replication and extension of Sonbul and Schmitt (2013). Language Learning, 69(2), 405–439. https://doi.org/10.1111/lang.12335
Webb, S., & Chang, A. C.-S. (2022). How does mode of input affect the incidental learning of collocations? Studies in Second Language Acquisition, 44(1), 35–56. https://doi.org/10.1017/s0272263120000297
Zughoul, M. R., & Abdul-Fattah, H. (2003). Translational collocational strategies of Arab learners of English: A study in lexical semantics. Babel, 49(1), 59–81. https://doi.org/10.1075/babel.49.1.05zug
