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گواهی نمایه سازی مقاله Introducing Sequential Collocation Awareness Raising in ELT: A New Option, a New Shorthand

عنوان مقاله: Introducing Sequential Collocation Awareness Raising in ELT: A New Option, a New Shorthand
شناسه (COI) مقاله: TELT01_083
منتشر شده در اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی در سال ۱۳۹۲
مشخصات نویسندگان مقاله:

Amin Naeimi - Department of English, Yazd Branch, Islamic Azad University, Yazd, Iran
Roghaieh Aramesh - Department of English, Yazd Branch, Islamic Azad University, Yazd, Iran

خلاصه مقاله:
An expanded knowledge of collocations not only allows learners to produce more accurate sentences but also aides them to be more fluent. It has been demonstrated by several studies that grammatical errors are more appealing to teachers, in their correction endeavors, than lexical errors due to the fact that the former may rarely lead to communication failure and ineptness while the latter can drastically disrupt structural understanding and interpretation. In recent years, many commentators have increasingly depicted the significant correlation between collocation competence and language proficiency in the case of productive skills, vocabulary development and reading comprehension. Nevertheless, there have been scanty reports in introducing a consistent methodology or an appropriate full-fledged model in familiarizing learners with these arbitrary semantic restrictions. The present study aims to critically evaluate the various techniques and methods of dealing with collocations in instructional settings, particularly those implemented in Iranian EFL context and tries to introduce, in the light of the shortcomings of the current practices, a new approach to teaching collocations, called Sequential Collocation Awareness Raising, in which the explicit instruction of collocative expressions precedes message-centered conversations with brief and non-disruptive instructional interventions in the form of interaction enhancement in the context of communicative activity. This approach was implemented in a lower-intermediate English class comprising 20 Iranian EFL learners, and the results of the two post-tests revealed substantial and sustained gains in enhancing learners’ speaking proficiency

کلمات کلیدی:
Sequential collocation awareness raising. non-disruptive instructional interventions, speaking proficiency

صفحه اختصاصی مقاله و دریافت فایل کامل: https://www.civilica.com/Paper-TELT01-TELT01_083.html