خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Document Type : Latin Dissertation
Language of Document : English
Record Number : 155503
Doc. No : 6428p
Call number : ‭6428‬
Main Entry : Alishahi, Samaneh
Title Proper : The Impact of Explicit/ Implicit Instruction of Lexical Collocations on Improving Reading Comprehension of Iranian EFL learners
Supervisor : ; Azizeh Chalak
Advisor : ; Hossein Heidari Tabrizi
College : Khorasgan(Isfahan)
Date : , 2013=1392
Degree : M.A
field of study : , Teaching english
College : , Khorasgan(Isfahan)
student score : , 1392/10/28, 1391/00/00
Page No : x, 78p.
Note : 830
Abstract : Collocations may be defined as words that occure together in predictable patterns in speech and writing. This study examined the receptive knowledge of lexical collocations among upper intermediate Iranian EFL learners. The current study was conducted to investigate whether explicit/implicit instruction of lexical collocations has any effect on EFL learners' reading comprehension and to determine the extent to which Iranian EFL learners' knowledge of lexical collocations is affected by their L1. To this end, forty- five EFL female learners at upper intermediate level in Iran Language Institute (ILI) served as the participants of this study. They were given two pretests: a collocation test to determine their level of language proficiency in lexical collocations and a reading comprehension test to gauge their reading comprehension proficiency. Then, they were randomly divided into three groups. The first two groups served as the experimental groups and received the treatment through implicit and explicit instruction of lexical collocation, and the third group received no instruction. Then, the participants were given three reading comprehension tests as posttests to check the effect of the treatment. The findings revealed that (a) learners in the experimental groups outperformed those in the control group (b) learners' collocational knowledge is strongly affected by their L1. The findings of this study would be beneficial for educators and course designers to develop syllabi concerning collocations..
Title and statement of responsibility and : The Impact of Explicit/ Implicit Instruction of Lexical Collocations on Improving Reading Comprehension of Iranian EFL learners [Thesis]; Azizeh Chalak; Hossein Heidari Tabrizi
Internal Bibliographies/Indexes Note : Bibliography :p.66-68
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)