The Effect of DDL on Learning Lexical Collocations by EFL Learners

In the current study attempts have been made to see whether data-driven learning can affect learning lexical collocations by EFL learners. To this end, using Nelson Proficiency Test, 06 Iranian homogenous and advanced participants were selected as sample. The participants’ age ranged from 71 to 82 years. To conduct the study, a quasi- experimental method with the pretest-posttest control design was used. The experimental group was taught 06 lexical collocations in 71 sessions via concordancing lines taken from corpus linguistics; while the control group was taught the same lexical collocations explicitly. To analyze the data, ANCOVA was run and the results showed that experimental group had outperformed the control group. The findings regarding data-driven learning (DDL) approach and its effect on teaching collocations and specifically lexical collocations can have practical implications for teaching English to foreign language learners, in general, and in the pedagogy of teaching lexical collocations, in particular.

کلیدواژه ها:

collocations ، concordancing lines ، corpus linguistics ، Data-driven Learning ، lexical collocations ،