Document Type : Original Article
Authors
Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin
Abstract
The present study aimed to probe the impact of visual scaffolding using input and output-oriented tasks with different levels of involvement load on Iranian EFL learners' comprehension and production of lexical collocations. For this purpose, 180 male and female intermediate EFL learners were selected and assigned to six experimental groups. Three input-oriented tasks of True-false (load = 1), Matching (load = 2), Multiple-choice (load = 3), and three output-oriented tasks of Short-response (load = 1), Fill-in-the-blanks (load = 2), Sentence formation (load = 3) were developed. All the experimental groups were scaffolded through visual cues. At the end of treatment period, two posttests- a 40-item multiple-choice test and 40-item Fill-in-the-blanks test- were administered to assess the participants' comprehension and production of lexical collocations. To analyze the data, two separate one-way MANOVA procedures were used. The results revealed that visual cues were effective on learners’ collocational achievement. The results also indicated that the output-oriented tasks had a significant positive effect on the comprehension and production of lexical collocations. In addition, tasks with higher involvement load indices were more effective on the comprehension and production of lexical collocations. These finding can have significant pedagogical as well as theoretical implications.
Keywords
Main Subjects
Afraz, Sh., Taghizade, L., & Taghinezhad, A. (2018). The usefulness of pictorial aids in developing female Iranian Intermediate EFL learners’ speaking proficiency. International Journal of Education & Literacy Studies, 6(1), 38-49.
Abdolmanafi Rokni, S. J., & Karimi, N. (2013). Visual instruction: an advantage or a disadvantage? What about its effect on EFL learners’ vocabulary learning? Asian Journal of Social Sciences & Humanities, 2(4), 236-243.
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the Zone of Proximal Development. The Modern Language Journal, 78(4), 471–483.
Amini, A., & Maftoon, P. (2017). The impact of skill integration on task involvement load. The Journal of English Language Pedagogy and Practice, 10(21), 29-48.
Baleghizadeh, S., & Abbasi, M. (2013). The effect of four different types of involvement indices on vocabulary learning and retention of EFL learners. The Journal of Teaching Language Skills (JTLS), 5(2), 1-26.
Birjandi, P., & Jazebi, S. (2014). A comparative analysis of teachers’ scaffolding practices. International Journal of Language and Linguistics, 2(3), 154-164.
Chang, W., & Sun, Y. (2009). Scaffolding and web concordancers as support for language learning. Computer Assisted Language Learning, 22(4), 283-30.
Chi, F. M. (2007). Scaffolding EFL learners' reading comprehension of texts. In Proceeding of the ALAA Congress, Wollongong, Australia, 1- 3 July 2007 (pp. 1-21). University of Wollongong.
Carney, R., & Levin, J. (2002). Pictorial illustrations still improve students’ learning from text. Educational Psychology Review, 14(1), 5-26.
Celce-Murcia, M. (2002). Teaching English as a second or foreign language (3rd Ed.). U.S.A.: Heinle & Heinle Publishers.
Chaharlang, N., & Farvardin, M. T. (2018). Predictive power of involvement load hypothesis and technique feature analysis across L2 vocabulary learning tasks. International Journal of Foreign Language Teaching & Research, 6(24), 127-141.
Clark, K. F., & Graves, M. F. (2005). Scaffolding students’ comprehension of text: classroom teachers looking to improve students’ comprehension should consider three general types of scaffolding. The Reading Teacher, 58(6), 570-581.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework of memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-683.
Davies, P., & Pears, E. (2003). Success in English teaching. Oxford: Oxford University Press.
De Guerrero, M. C. M., & Villamil, O. S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal, 84(1), 51–68.
DeKeyser, R. M. (2007). Introduction: Situating the concept of practice. In R. M. DeKeyser (Ed.), Practice in a second language: Perspective from applied linguistics and cognitive psychology (pp. 1-18). Cambridge: Cambridge University Press.
Ellis, N. C. (2001). Memory for language. In P. Robinson (Ed.), Cognition and second language instruction. Cambridge, UK: Cambridge University Press, 33-68.
Ellis, R. (2001). Investigating form-focused instruction. Language Learning, 51(1), 1-46.
Ellis, R. (2003). Task-based language teaching and learning. New York: Oxford University Press.
Emirmustafaoglu, A., & Gökmen, D. (2015). The effects of picture vs. translation mediated instruction on L2 vocabulary learning. Procedia - Social and Behavioral Sciences, 199(1), 357 – 362.
Falahi, M., & Falhasiri, M. (2012). Introducing reading and cloze tasks as panaceas for Iranian EFL learners’ loss of memory: a case of collocation retrieval. Elixir Linguistics and Translation, 50(4), 10301-10306.
Falahi, M., & Moinzadeh, A. (2012). Effects of receptive and productive tasks on Iranian EFL students' learning of verb-noun collocations. Journal of Language Teaching and Research, 3(5), 953-960.
Fanaee, F. (2014). Teaching collocations through task-based instruction: the case of Iranian EFL students. International Journal of Linguistics, 6(1), 1-11.
Field, J. (2004). Psycholinguistics: The key Concepts. London: Routledge.
Gholami, N., & Farvardin, M. T. (2017). Effects of input-based and output-based instructions on Iranian EFL learners’ productive knowledge of collocations. International Journal of Applied Linguistics & English Literature, 6(3), 123-130.
Harmer, J. (2001). The practice of English language teaching. London: Longman.
Harmer, J. (2007). The practice of English language teaching (4th Ed.). Harlow: Longman
Hsu, J. M. (2007). Lexical collocations and their relation to the online writing of Taiwanese college English majors and non-English majors. Electronic journal of foreign language teaching, 4(2),192-209.
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the Involvement Load Hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558.
Hyland, K. (2008). Academic clusters: Text patterning in published and postgraduate writing. International Journal of Applied Linguistics, 18(1), 41-62.
Jahangard, A., & Movassagh, H. (2011). High vs. low load vocabulary learning tasks: a case for intentional learning. Broad Research in Artificial Intelligence and Neuroscience, 2(4), 48-55.
Jing, L., & Jianbin, H. (2009). An empirical study of the involvement load hypothesis in incidental vocabulary acquisition in EFL listening. Polyglossia, 16(1), 1-11.
Kaivanpanah, S., Alavi, A., & Ravandpour, A. (2020). The effect of input-based and output-based tasks with different and identical involvement loads on Iranian EFL learners’ incidental vocabulary learning. Cogent Psychology, 7(1), 1-16.
Kasraian, A., & Pakfetrat, B. (2017). The effect of visually-mediated collocations on the elementary EFL learners’ vocabulary learning. Journal of Studies in Learning and Teaching English, 6(1), 71-88.
Khonamri, F., & Hamzenia, Z. (2013). The role of task-induced involvement in vocabulary learning of Iranian language learners. English Review Journal of English Education, 1(2), 171-181.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Krashen, S., & Terrell, T. (1983). The natural approach: language acquisition in the classroom. Hayward, CA: The Alemany Press.
Lawson, A. E. (2003). The neurological basis of learning, development, and discovery. Boston MA: Kluwer Academic Publishers.
Le, V. C., & Nguyen, T. T. M. (2010). Minds working together: Scaffolding academic writing in a mixed-ability EFL class. In B. Baurain & L. H. Phan (Eds.), Multilevel and diverse classrooms (pp.149-160). Alexandria, VA: TESOL Inc.
Lestari, N., & Misdi, R. (2016). Using visual scaffolding strategy for teaching reading in junior high school. ELT Perspective, 4(2), 131-138.
Lantolf, J. (2009). Sociocultural theory and second language acquisition. Language Teaching, 42(04), 459-475.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Applied Linguistics, 28(3), 477–480.
Littlewood, W. (2004). Second language learning. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics. Oxford: Blackwell, 501–524.
Maftoon, P., & Sharifi Haratmeh, M. (2012). The relative effectiveness of input and output-oriented tasks with different involvement loads on the receptive and productive vocabulary knowledge of Iranian EFL learners. The Journal of Teaching Language Skills (JTLS), 4(2), 27-52.
Mahmoud, A. (2005). Collocation errors made by Arab learners of English. Asian EFL Journal, 5(1). 117-126.
Malenica, F., & Mustapić, E. (2015). Acquisition of English Collocations through Productive Skills—Analysis of Translation Errors. International Journal of English Linguistics, 5(4), 42-49.
Mansourzadeh, N. (2014). A comparative study of teaching vocabulary through pictures and audio-visual aids to young Iranian EFL learners. Journal of Elementary Education 24(1), 47-59.
Mashhadi, F., & Jamalifar, G. (2015). Second language vocabulary learning through visual and textual representation. Procedia - Social and Behavioral Sciences, 192(1), 298–307.
Milton, J. (2009). Measuring second language vocabulary acquisition. Bristol, England: Multilingual Matters.
Minaei, N., & Rezaie, Gh. (2014). The effects of collaborative and individual output tasks on learning English collocations. Journal of Language and Translation, 4(2), 37-47.
Nassaji, H., & Hu, H. M. (2012). The relationship between task-induced involvement load and learning new words from context. International Review of Applied Linguistics (IRAL), 50(1), 69–86.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 24(2), 223–242.
Ohta, A. S. (2000). Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 51–78). Oxford: Oxford University Press.
Pishghadam, R., Khodadady, E., & Daliry Rad, N. (2011). The effect of form versus meaning-focused tasks on the development of collocations among Iranian intermediate EFL learners. English Language Teaching, 4(2), 180-189.
Pishghadam, R., Khodadady, E., & KhoshSabk, N. (2010). The impact of visual and verbal intelligences-based teaching on the vocabulary retention and written production of Iranian Intermediate EFL learners. The Modern Journal of Applied Linguistics, 2(5), 379–395.
Richards, J.C., & Rodgers, T. S. (2001) Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading and Writing Quarterly, 21(3), 221–238.
Salem, A. A. (2017). Scaffolding reading comprehension skills. English Language Teaching, 10(1), 97-111.
Sarani, A., Mousapour Negari, G., & Ghaviniat, M. (2013). The role of task type in L2 vocabulary acquisition: a case of Involvement Load Hypothesis. Acta Scientiarum. Language and Culture, Maringá, 35(4), 377-386.
Shin, D., & Nation, P. (2008). Beyond single words: the most frequent collocations in spoken English. ELT Journal 62(4), 339–348.
Siyanova, A., & Schmitt, N. (2008). L2 learner production and processing of collocation: A multi-study perspective. Canadian Modern Language Review, 64(3), 429-458.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (97-114). Oxford: Oxford University Press.
Thornbury, S. (2004). How to teach vocabulary. Longman: Pearson Education Limited.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Webb, S. (2009). The effects of receptive and productive learning of word pairs on vocabulary knowledge. Regional Language Centre Journal 40(3), 360-376.
Wong, W., & VanPatten, B. (2003). The evidence is in: drills are out. Foreign Language Annals, 36(3), 403- 423.
Yanguas, I. (2009). Multimedia glosses and their effect on L2 text comprehension and vocabulary learning. Language Learning and Technology, 13(2), 48–67.
Zare Behtash, E., & Etehadi, M. (2016). The impact of decision-making tasks and production tasks on the collocational knowledge of Iranian Intermediate EFL learners. Iranian Journal of English for Academic Purposes, 5(2), 1-18.
Zarei, A. A., & Mousavi, M. (2016). The effects of feedback types on Learners’ recognition of lexical collocations. International Journal of Applied Linguistics & English Literature, 5 (2), 150-158.
)