Effects of Differences in Language Aptitude on Learning Grammatical Collocations under Elaborated Input Conditions

Autor/inn/en	Farshi, Najmeh; Tavakoli, Mansoor
Titel	Effects of Differences in Language Aptitude on Learning Grammatical Collocations under Elaborated Input Conditions
Quelle	In: Language Teaching Research, 25 (2021) 3, S.476-499 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819858443
Schlagwörter	Language Aptitude; Linguistic Input; Grammar; Indo European Languages; English (Second Language); Second Language Learning; Phrase Structure; Correlation; Verbs; Form Classes (Languages); Receptive Language; Expressive Language; Pretests Posttests; Individual Differences; Aptitude Tests; Language Tests; Teaching Methods; Second Language Instruction; Phonetics; Short Term Memory; Foreign Countries; Iran; Modern Language Aptitude Test + Suchen Sie Ihr Suchwort? Sprachbegabung; Spracheignung; Sprachbildung; Grammatik; Indoeuropäisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Phrasenstruktur; Korrelation; Analytischer Sprachbau; Rezeptive Kommunikationsfähigkeit; Individueller Unterschied; Aptitude test; Eignungsprüfung; Eignungstest; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Phonetik; Fonetik; Kurzzeitgedächtnis; Ausland
Abstract	The purpose of this study was to find out, whether three methods of presenting input, were effective in relation to language aptitude. Persian-speaking learners of English were provided with 20 grammatical collocations (verb-preposition collocations) embedded in authentic passages, lexically/grammatically elaborated passages, and lexically/grammatically elaborated passages with shorter sentences and enhanced target collocations. Participants were assessed on their receptive knowledge and productive knowledge of the grammatical collocations by a posttest and a delayed posttest, and their scores were correlated with various measures of language aptitude. The results suggested that modified elaborated input, which provided more focus on form (FonF), positively affected immediate and long-term gains in receptive knowledge and ruled out individual differences (IDs) in language aptitude. The results also implicated working memory (WM) as an explanatory variable in immediate and long-term achievements in productive knowledge under all the conditions of presenting input. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01