the effects of collaborative and individual output tasks on learning english collocations

Authors

nasser minaei

department of english, faculty of humanities, garmsar branch, islamic azad university, garmsar, iran ghafour rezaie

department of english, faculty of humanities, garmsar branch, islamic azad university, garmsar, iran

abstract

one of the most problematic areas in foreign language learning is collocation. it is often seen as arbitrary and an overwhelming obstacle to the achievement of nativelike fluency. current second language (l2) instruction research has encouraged the use of collaborative output tasks in l2 classrooms. this study examined the effects of two types of output tasks (editing and cloze) on the learning of english colloca-tions. the aim was to investigate whether doing the tasks collaboratively would lead to greater gains of knowledge of the target collocations than doing them individually. the knowledge of the target colloca-tions was measured by means of a collocation knowledge test administered before and after the treatment. the results showed that collaborative output tasks led to greater collocation knowledge than individual output tasks. the results, however, showed an effect for task type in promoting the learning of the target collocations, with the cloze tasks being more effective than the editing tasks. one obvious implication is that teachers need to incorporate more collaborative output tasks into their instruction in their attempts to facilitate the acquisition of l2 collocations by the learners.

Upgrade to premium to download articles

Sign up to access the full text

Already have an account?login

similar resources

The Effects of Collaborative and Individual Output Tasks on Learning English Collocations

  One of the most problematic areas in foreign language learning is collocation. It is often seen as arbitrary and an overwhelming obstacle to the achievement of nativelike fluency. Current second language (L2) instruction research has encouraged the use of collaborative output tasks in L2 classrooms. This study examined the effects of two types of output tasks (editing and cloze) on the learni...

full text

Individual and Collaborative Output Tasks: Effects on the Acquisition of English Inversion Structures

This study investigated the effectiveness of individual and collaborative outputbasedfocus-on-form instructional tasks on the acquisition of English inversionstructures by EFL learners. Moreover, it explored the developmental trend oflearners’ inversion acquisition. To this end, 60 homogeneous EFL learners wereassigned to individual and collaborative output groups. They were exposed to textsenc...

full text

the effect of pushed output collaborative tasks on the writing skills of efl learners

there is less published research about how teachers in efl contexts respond to students who are relatively less mature and less competent l2 writers. while writing researchers have examined various issues concerning peer and teacher response in writing-oriented classes, little research has centered on the effect of collaborative tasks particularly dictogloss on writing skills. output collaborat...

15 صفحه اول

individual and collaborative output tasks: effects on the acquisition of english inversion structures

this study investigated the effectiveness of individual and collaborative outputbasedfocus-on-form instructional tasks on the acquisition of english inversionstructures by efl learners. moreover, it explored the developmental trend oflearners’ inversion acquisition. to this end, 60 homogeneous efl learners wereassigned to individual and collaborative output groups. they were exposed to textsenc...

full text

Collaborative Output Tasks and their Effects on Learning English Comparative Adjectives

This study aimed to examine the effect of two types of collaborative output tasks on Iranian EFL learners’ comparative adjectives with two or more syllables. Thirty Iranian EFL learners participated in this study which were then divided into two experimental and one control groups; one experimental group received dictogloss task in 4-pairs and the other experimental group was given text reconst...

full text

the effects of cooperative versus individual directed reading thinking activities on students inferential and referential questions

two groups of students were assigned as experimental and control ones, and were given instruction on directed reading-thinking activities and after some treatment, they were post-tested. although the initial pre-test did not show any significant differences, the final post-test result revealed that the cooperative reading comprehension helped the experimental group. the cooperative students’...

15 صفحه اول

My Resources

Save resource for easier access later


Journal title:
journal of language and translation

جلد ۵، شماره ۲، صفحات ۳۷-۴۷

Hosted on Doprax cloud platform doprax.com

copyright © 2015-2023