On the Effectiveness of Scaffolding Strategies and Task Orientation on Receptive and Productive Knowledge of Lexical Collocations

Autor/inn/en	Naserpour, Azam; Zarei, Abbas Ali
Titel	On the Effectiveness of Scaffolding Strategies and Task Orientation on Receptive and Productive Knowledge of Lexical Collocations
Quelle	In: GIST Education and Learning Research Journal, (2021) 23, S.107-134 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Naserpour, Azam) ORCID (Zarei, Abbas Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Scaffolding (Teaching Technique); Multiple Choice Tests; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Linguistic Input; Feedback (Response); Receptive Language; Phrase Structure; Language Tests; Teaching Methods; Error Correction; Visual Aids; Instructional Effectiveness; Iran + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sprachbildung; Rezeptive Kommunikationsfähigkeit; Phrasenstruktur; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Anschauungsmaterial; Unterrichtserfolg
Abstract	The present study aimed at investigating the effects of scaffolding strategies using input and output-oriented tasks on Iranian EFL learners' receptive and productive knowledge of lexical collocations. For this purpose, 540 adult intermediate-level EFL learners--both male and female--were selected and divided into six experimental groups; three input-oriented and three output-oriented tasks. Each experimental group received treatment under one of the three scaffolding strategies of direct corrective feedback, cooperative group technique, and visual cues. After the treatment period, a 40-item multiple-choice test and a 40-item fill-in-the-blanks test were administered to assess the participants' receptive and productive collocations knowledge. To analyze the data, two separate two-way ANOVA procedures were used. The results indicated that visual cues were the most effective scaffolding strategy in teaching lexical collocations. Moreover, the cooperative group technique had a significant positive impact on learning collocations compared to direct corrective feedback. The results also showed that the participants in the output-oriented tasks group significantly outperformed those in the input-oriented tasks group. These findings can have practical implications for language learners, teachers, and materials developers, and theoretical implications for researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01