The Potential Impact of using prefabricated Patterns (Collocation Expressions) on Improving Writing Proficiency among Iranian Intermediate EFL Learners
Journal Title: International Research Journal of Applied and Basic Sciences - Year 2015, Vol 9, Issue 3
Abstract
The fundamental purpose behind the present research is to determine the visible influence of teaching collocations in improving Iranian EFL learners’ foreign language writing proficiency. Collocations are defined as the words that are located or found together in predictable patterns in speech and writing. The current research was executed to investigate the influence of collocation instruction and consideration on enhancing Iranian EFL learners’ writing skill. It was supposed that pre-teaching relevant vocabulary and collocations could be used to enhance the learners’ writing ability. To do so, thirty upper intermediate EFL learners were selected from among the learners in an English language institute. Their level of English proficiency was determined on the basis of a pretest at the outset of the study. Simply speaking, a test of writing ability as a pretest was administered of which the scores were used to assign the subjects into two homogeneous groups. The two groups were treated differently. The control group encountered passages without to work on without being resorted to prefabricated patterns (collocations), but the experimental group resorted to prefabricated patterns and tasks prior to writing texts respectively. The fundamental aim of this research was to gain a better understanding of the role collocations play in students’ writing. This study intended to investigate the correlation between Iranian EFL learners' use of lexical collocations (i.e. frequency and variety) and their writing scores. Test results examined to answer the two major questions for correlation (1) between the subjects’ frequency of lexical collocations and their writing scores and (2) between the subjects’ variety of lexical collocations and their writing scores. After twenty sessions of instruction and many composition tests at regular intervals, the researchers found out that the students in experimental group were more successful than those in the control group who used traditional methods. This came into reality after the posttest It was revealed that implementation of the prefabricated patterns had a great influence upon the subjects experiencing them in comparison to the control group. Experimental subjects outperformed in the post-test, at the significant level of .01. In reality, teaching collocations could play a prominent role in improving EFL learners’ writing skill.
Authors and Affiliations
Qader Heidarnezhadian| M.A of TEFL (department of English Language, Ilam Islamic Science and Research Azad University), Mohammad Aliakbari| Ph.D in TEFL (Ilam University, department of English language (maliakbari@hotmail.com), Jamshid Mashhadi| Ph.D student in TEFL, Mashhadalvar@yahoo.com
Keywords
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