The Effect of Form-Focused Versus Meaning-Focused Instruction on the Development of Adjective-Noun Collocations among Iranian EFL Learners

Mojtaba Aghajani, Ebrahim Abbaszadeh


In this paper, the effects of form-focused versus meaning focus instruction on the development of adjective-noun collocations among Iranian EFL learners are investigated. Fifty-five intermediate learners were divided into two groups, during a four- week treatment; the two groups were provided with two different types of instruction. They were randomly selected with form-focus instruction (Dictogloss task) (N: 26) and the other group with meaning-focused instruction (discussion task) (N: 31). The results of pre-test , post-test and the delayed post-test were analyzed using the paired samples t-test to find out the impact of form- and meaning-focused instruction on the development of adjective+noun collocations on the performance of the subjects. The data were analyzed using SPSS software to compare the means of the groups involved. The results revealed, learners’ Collocational knowledge improved as a result of the treatments provided in both groups. As the comparison between the results of the pre-test , post-test and delayed post-test showed, learners in the both groups as FFI and MFI groups significantly improved their Collocational knowledge on post-test and delayed post-test. As a conclusion, it can be generalized that both types of instruction can promote the learners awareness of collocation specifically Adjective-Noun ones.


form- focused instruction, meaning-focused instruction, collocation

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