Elaborative Text Modification vs. Input Flooding: A Case Study on Non-Congruent Collocations

Autor/in	Ahmadpour Kasgari, Zahra
Titel	Elaborative Text Modification vs. Input Flooding: A Case Study on Non-Congruent Collocations
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 3 (2018), Artikel 8 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ahmadpour Kasgari, Zahra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-018-0049-z
Schlagwörter	Phrase Structure; Second Language Learning; Second Language Instruction; Language Tests; Pretests Posttests; Linguistic Input; Foreign Countries; English (Second Language); Scores; Comparative Analysis; Language Proficiency; Teaching Methods; Case Studies; Iran + Suchen Sie Ihr Suchwort? Phrasenstruktur; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Sprachbildung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01