THE IMPACT OF INTENSIVE VS. EXTENSIVE READING ON IRANIAN ADVANCED EFL LEARNERS' KNOWLEDGE OF COLLOCATIONS (IDIOMATIC PHRASAL VERBS)

This research studies the effect of extensive reading vs. intensive reading on Iranian advanced English Language learners' knowledge of collocations (idiomatic phrasal-verbs). It aims to determine whether or not providing students with extensive or intensive reading might have any effect on Iranian EFL learners' knowledge of idiomatic phrasal-verbs. To answer this question, ۶۰ advanced-level language learners from Tehran Technical and Educational Institute branch in Chalus, who were selected through convenient sampling, participated in the study. The subjects took a standard OPT test at the very first step to demonstrate their English proficiency. They were also assigned to two experimental and comparison groups; ۳۰ in each group. A collocation (idiomatic phrasal-verbs) pre-test was administered in each group. After ۱۶ sessions of treatment, a post-test of collocation (idiomatic phrasal-verbs) was administered again. The treatment comprised of intensive reading for the experimental group, while the comparison group received extensive reading. The data were analyzed using Independent samples t-test and Paired sample t-test. The results showed that both groups' performances were improved, however, the experimental group outperformed the comparison group, which was significantly different.

کلیدواژه ها:

collocations ، extensive reading ، idiomatic phrasal verbs ، intensive reading