An Investigation of the Effectiveness of Enhancing Input Through Glossing and Skewing Techniques on Knowledge of Lexical
- PDF / 614,241 Bytes
- 15 Pages / 439.37 x 666.142 pts Page_size
- 43 Downloads / 129 Views
An Investigation of the Effectiveness of Enhancing Input Through Glossing and Skewing Techniques on Knowledge of Lexical Collocation Gholamhossein Shabani1 · Ramin Rahimy1
© Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract It is broadly acknowledged that collocation is a crucial aspect of lexical knowledge. A welldeveloped collocational knowledge is necessary to transfer receptive word knowledge into productive use. The aim of the present study was to investigate comparatively the effect of two glossing conditions (textual and audio) and skewed input on lexical collocation of intermediate EFL learners. To this end, 137 L1 Persian EFL students were given Oxford Placement Test (OPT), out of whom 80 were selected and assigned to four 20-participant groups: Textual Glossing Group (TGG), Audio Glossing Group (AGG), Skewed Input Group (SIG), henceforth as experimental groups, and Teacher Existing Method Group (TEMG), as control group. A piloted lexical collocation test, created by familiarity-rating checklist, was administered as a pretest and posttest to the participants to collect data. A delayed posttest was administered after a 2-week interval to assess the delayed effect of the independent variable on the dependent variable of lexical collocation. Collocations were presented in textual glossing, audio glossing, skewed, and L1 glossed conditions during ten instructional sessions. The data were analyzed using one-way ANOVA and post hoc test for both immediate and delayed posttests. The results showed that the different gloss conditions and skewed input technique had significantly different effects on learners’ L2 lexical collocation gain. It was revealed that textual glossing and skewing techniques resulted in greater improvement in lexical collocation. Some pedagogical implications were represented for language teachers, learners, and testers. Keywords Audio glossing · EFL learners · Lexical collocation · Skewing · Textual glossing
* Ramin Rahimy [email protected] Gholamhossein Shabani [email protected] 1
Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
13
Vol.:(0123456789)
Journal of Psycholinguistic Research
Introduction Collocations are the natural extension of a lexical language focus. As Lewis and Conzett (2000) maintain, to learn collocations effectively, learners need to not only focus on the form, meaning, and use of discrete vocabulary items but also notice how they commonly relate to other items. They maintain that by studying collocations, learners can gain a greater understanding of the practical usage of a much wider variety of lexis and thus enhance their lexical competence and overall communicative competence as well. Lewis and Conzett (2000) suggest that teachers encourage their students to recognize and pay attention to the value of formulaic chunks that are often manifest and occur in fluent speech and academic writing. Fulfilling this idea is important in that learners are enabled to convey the central meaning
Data Loading...
