The Effect of Teaching Collocations on EFL Learners' Awareness of the Affective Dimensions of Deep Vocabulary Knowledge
Year: 2010
Type: article
Study design: Clinical Trial
Abstract: This study focused on the effect of teaching collocations on the awareness of two affective dimensions, evaluation and potency dimensions, of deep vocabulary knowledge as well as the general vocabulary knowledge of EFL students. Sixty intermediate EFL female adult learners participated in this study; they were chosen among 90 students through the PET and a general vocabulary knowledge test. They were thus randomly divided into two groups, experimental and control, each consisting of 30 students. As for the treatment, modifiers describing people’s characteristics were taught with their collocations to the experimental group, whereas these words without their collocations were taught to the control group. At the end, students took a vocabulary achievement test and a test of awareness of evaluation and potency dimensions of deep vocabulary knowledge. A t-test was run to analyze the data from the vocabulary achievement test. Results showed that teaching collocation has great influence on the students’ general vocabulary knowledge. To see if the independent variable had significant effects on awareness of evaluation and potency dimensions of deep vocabulary knowledge, a MANOVA was run revealing that teaching collocations significantly improved learners’ awareness of the two dimensions.
Authors: Behdokht Mall Amiri, Somayeh Nilforoushan
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $40
OpenAlex ID: W2107488653