The Effect of Concordancing-based Teaching and Pushed Output on Learning Lexical and Grammatical Collocations

The present study aimed to investigate the role of concordancing in Iranian intermediate learners’ productive performance of lexical and grammatical collocations. It also examined the most problematic typeof collocations (i.e., lexical or grammatical) to L2 learners. Forty-fiveparticipants of this study were randomly divided into two experimental (output and nonoutput) groups and a control group. During sixtreatment sessions, the experimental groups were given a list of relatednodes along with their Persian equivalents to search through concordancing and find the proper collocate, with the difference thatthe output group was supposed to write a story about those collocationsbut the nonoutput group was just required to read them. The control group performed the same tasks without being exposed toconcordancing. The findings indicated that both in the immediate and delayed posttests, the experimental groups outperformed the control group in producing lexical and grammatical collocations. The resultsalso revealed that lexical collocations were more challenging than the grammatical ones both in the immediate and delayed posttests.

کلیدواژه ها:

Grammatical collocations ، concordancing ، lexical collocations ، output