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Articles

Receiving different types of input for learning and retention of English grammatical collocations in EFL classrooms

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Pages 297-312 | Received 07 Feb 2018, Accepted 30 Oct 2018, Published online: 25 Sep 2019
 

ABSTRACT

The present study examined the effects of different types of written input on the learning and retention of collocational knowledge. Eighty-three second language (L2) learners from four intact classes were divided into a control group and three treatment groups. The treatment groups were provided with infrequent grammatical collocations embedded in genuine input, elaborated input, and modified elaborated input. They were exposed to the collocations during five instructional sessions and were assessed on their receptive and productive collocation knowledge using immediate and delayed posttests. The results indicated that (a) receptive and productive collocation knowledge can be learned incidentally through multiple exposures in genuine, elaborated, and modified elaborated input and (b) modified elaborated input, which induces more focus on form (FonF), can lead to significant immediate and long-term gains in receptive collocation knowledge.

Acknowledgements

We would like to thank the anonymous reviewers in Pedagogies: An International Journal for their helpful suggestions and comments. We would also like to thank the students who kindly helped us with data collection.

Conflict of Interest

This study is part of a larger study concerned with both the relative effects of different input conditions on learning and retention of English grammatical collocations in EFL Classrooms (accepted and published in Pedagogies: An International Journal) and the interaction of language aptitude with the input learning conditions. Because discussing the results of the aptitude treatment interaction study was not clear without the very brief discussion of the relative effects of the treatment, the relative effects of the different input conditions on learning and retention of English grammatical collocations has been briefly addressed in a paper published online in the Language Teaching Research: (https://journals.sagepub.com/doi/10.1177/1362168819858443).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Najmeh Farshi

Najmeh Farshi is a PhD graduate in TEFL at the University of Isfahan, Faculty of Foreign Languages, Department of English.

Mansoor Tavakoli

Mansoor Tavakoli is a Professor of applied linguistics at the University of Isfahan, Faculty of Foreign Languages, Department of English.

Saeed Ketabi

Saeed Ketabi is an Associate professor at the University of Isfahan, Faculty of Foreign Languages, Department of English.

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