The Effect of Type of Context on EFL Learners' Recognition and Production of Colligations

dc.creator	Sasan Baleghizadeh
dc.creator	Asal Bakhshian Nik
dc.date	2011-04-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:29:17Z
dc.date.available	2015-08-12T11:29:17Z
dc.identifier	1305-578X
dc.identifier	https://doaj.org/article/836d1de0da594c39b7f841bcc9d41f7f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30812
dc.description	The present study investigated the effect of type of context (single sentence vs. paragraph) on the learning of English colligations. For this purpose, 23 Iranian EF learners in three intact classes participated in the study. Two sets of colligations (adjective+ preposition and preposition+ noun) were selected to be included in the study and the classes were randomly assigned to one control and two experimental groups. The control group (CG) received the colligations in a list, experimental group 1 (EG1) received each colligation in a single sentence, and experimental group 2 (EG2) received the same colligations in paragraphs of four to five lines. Two tests (a multiple- choice and a fill-in-the-blank) were administered to investigate the effect of type of context on the learners’ recognition and production of the colligations. A one-way ANOVA and a post hoc Scheffe test were run to analyze the data. The results revealed that the participants in the paragraph group (EG2) significantly outperformed the participants in the list group (CG) in terms of both recognition and production. However, there was no significant difference between the performance of the participants in EG1 and EG2 both on recognition and production tests. Besides, the difference in the performance of the participants in EG1 and CG in terms of recognition and production was not significant, either. It was concluded that contextualization would maximize learning and that a single sentence context would not serve a good definition of context.
dc.language	English
dc.language	Turkish
dc.publisher	Journal of Language and Linguistic Studies
dc.relation	http://www.jlls.org/Issues/Volume%207/No.1/100-112.pdf
dc.relation	https://doaj.org/toc/1305-578X
dc.source	Journal of Language and Linguistic Studies, Vol 7, Iss 1, Pp 100-112 (2011)
dc.subject	Collocations
dc.subject	Colligations
dc.subject	Context
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The Effect of Type of Context on EFL Learners' Recognition and Production of Colligations
dc.type	article