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Direct linkShabani, Gholamhossein; Dogolsara, Shokoufeh Abbasi – Journal of Psycholinguistic Research, 2023
This study shed light on the effects of four modes of vocabulary instruction, i.e., extended audio glossing, lexical inferencing, lexical translation, and frequency manipulation of input on the learning of lexical collocations by Iranian intermediate EFL learners. In so doing, 80 L1 Persian EFL students were divided into four 20-participant…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Linguistic Input
Download full textDehqan, Mahmood; Azizi, Danial Babajani; Miri, Fatemeh – MEXTESOL Journal, 2022
The present study sought to investigate the effects of meaning-focused input (MFI) and meaning-focused output (MFO) activities on willingness to communicate (WTC) of English as a Foreign Language (EFL) learners. The study aimed at exploring learners' perceptions towards the efficacy of MFO and MFI activities for developing WTC. The participants of…
Descriptors: Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction
Mother Tongue Use in Young Iranian EFL Learners' Classroom: Helpful Scaffold or Debilitating Crutch?
Aminifard, Yasser; Mehrpour, Saeed – Reading Matrix: An International Online Journal, 2019
Despite vociferous calls for judicious use of learners' mother tongue over the past few decades, deciding on the right amount has still remained a challenge for many teachers. This article reports on the results of a survey drawing upon the views of 110 Iranian EFL teachers about eight perceived functions of L1 (Persian) in young English learners'…
Descriptors: Native Language, Language Usage, Bilingualism, Indo European Languages
Tajeddin, Zia; Alemi, Minoo; Pashmforoosh, Roya – TESL-EJ, 2017
Unlike linguistic fossilization, pragmatic fossilization has received scant attention in fossilization research. To bridge this gap, the present study adopted a typical-error method of fossilization research to identify the most frequent errors in pragmatic routines committed by Persian-speaking learners of L2 English and explore the sources of…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Pragmatics
Nowbakht, Mohammad; Shahnazari, Mohammadtaghi – Advances in Language and Literary Studies, 2015
In the present study, the comparative effects of comprehensible input, output and corrective feedback on the receptive acquisition of L2 vocabulary items were investigated. Two groups of beginning EFL learners participated in the study. The control group received comprehensible input only, while the experimental group received input and was…
Descriptors: Comparative Analysis, Linguistic Input, Pretests Posttests, Feedback (Response)
Goudarzi, Zahra; Moini, M. Raouf – International Education Studies, 2012
Collocation is one of the most problematic areas in second language learning and it seems that if one wants to improve his or her communication in another language should improve his or her collocation competence. This study attempts to determine the effect of applying three different kinds of collocation on collocation learning and retention of…
Descriptors: Linguistic Input, Phrase Structure, Statistical Analysis, Retention (Psychology)
