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The Effect of Incidental vs. Intentional Instruction of Collocations on Iranian EFL Learners’ Writing Scores | ||
| Journal of English Language Teaching and Learning | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 15 مرداد 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2025.67831.2796 | ||
| نویسندگان | ||
| Shokouh Rashvand Semiyari* 1؛ Fatemeh Shamshir2 | ||
| 1Department of English Language Teaching, ET. C., Islamic Azad University, Tehran, Iran | ||
| 2Department of English Language Teaching, WT. C., Islamic Azad University, Tehran, Iran | ||
| چکیده | ||
| To be proficient in writing, learners of foreign languages are expected to communicate effectively and effortlessly with native speakers. Collocations, defined as the natural pairings of words, are essential for achieving proficiency in a language and enhancing writing quality. This research explored how incidental and intentional instruction of collocations affected the participants’ written task scores. This study included 60 students at the pre-intermediate level who studied English at Safir Language School in Tehran, Iran. These students were grouped according to their proficiency test results to ensure homogeneity. They used the Touchstone series and the English Collocations in Use as their primary textbooks. After each unit, they had to do a written activity. The results indicated that both incidental and intentional instruction positively impacted the students' writing scores. Notably, those in the incidental instruction group outperformed their counterparts in the intentional group. The findings showed incidental instruction of collocations was more effective than intentional teaching. Recommendations for future research and implications were also outlined. | ||
| کلیدواژهها | ||
| Collocation’s teaching؛ Incidental instruction؛ Intentional instruction؛ Iranian EFL Learners؛ writing scores | ||
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آمار تعداد مشاهده مقاله: 60 |
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