Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions
Collocations play a crucial role in the efficiency of speaking in a second or foreign language. However, learning non-congruent collocations has always presented itself as a difficulty to foreign language learners. Against this background, the present study aimed to investigate the effect of two typ...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Imam Khomeini International University, Qazvin,
2018-09-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | http://jmrels.journals.ikiu.ac.ir/article_1668_2473deb8af0a6def6f8a82fadf7d1d3a.pdf |
| _version_ | 1818751229549871104 |
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| author | Mohammad Nabi Karimi Parastoo Alizadeh Oghyanous |
| author_facet | Mohammad Nabi Karimi Parastoo Alizadeh Oghyanous |
| author_sort | Mohammad Nabi Karimi |
| collection | DOAJ |
| description | Collocations play a crucial role in the efficiency of speaking in a second or foreign language. However, learning non-congruent collocations has always presented itself as a difficulty to foreign language learners. Against this background, the present study aimed to investigate the effect of two types of dynamic assessment – cumulative dynamic assessment and concurrent group dynamic assessment – on learning non-congruent English collocations by L1-Persian learners of L2 English. The participants were given the Preliminary English Test (PET) based on the results of which 73 homogeneous learners were selected who were then assigned to two experimental conditions. Prior to the experiments, the participants in both groups were given a non-congruent collocations test designed by the researchers. Afterwards, learners in one of the groups received cumulative group dynamic assessment for the targeted collocations while participants in the second group received concurrent group dynamic assessment. At the end of the treatment, both groups were given a collocations post-test. The results of the statistical analyses indicated that both cumulative and concurrent group dynamic assessment were effective in learning non-congruent collocations. However, there was not any statistically significant difference between the effects of the two types of assessment on learning non-congruent collocations by the EFL learners. |
| first_indexed | 2024-12-18T04:32:15Z |
| format | Article |
| id | doaj.art-bcf1f9208f8d48118eeefe3665286d9f |
| institution | Directory Open Access Journal |
| issn | 2676-5357 2676-5357 |
| language | English |
| last_indexed | 2024-12-18T04:32:15Z |
| publishDate | 2018-09-01 |
| publisher | Imam Khomeini International University, Qazvin, |
| record_format | Article |
| series | Journal of Modern Research in English Language Studies |
| spelling | doaj.art-bcf1f9208f8d48118eeefe3665286d9f2022-12-21T21:20:57ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572676-53572018-09-01531189910.30479/jmrels.2019.10472.13041668Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional ConditionsMohammad Nabi Karimi0Parastoo Alizadeh Oghyanous1Faculty memberFaculty of Foreign Languages, Kharazmi University, Tehran, IranCollocations play a crucial role in the efficiency of speaking in a second or foreign language. However, learning non-congruent collocations has always presented itself as a difficulty to foreign language learners. Against this background, the present study aimed to investigate the effect of two types of dynamic assessment – cumulative dynamic assessment and concurrent group dynamic assessment – on learning non-congruent English collocations by L1-Persian learners of L2 English. The participants were given the Preliminary English Test (PET) based on the results of which 73 homogeneous learners were selected who were then assigned to two experimental conditions. Prior to the experiments, the participants in both groups were given a non-congruent collocations test designed by the researchers. Afterwards, learners in one of the groups received cumulative group dynamic assessment for the targeted collocations while participants in the second group received concurrent group dynamic assessment. At the end of the treatment, both groups were given a collocations post-test. The results of the statistical analyses indicated that both cumulative and concurrent group dynamic assessment were effective in learning non-congruent collocations. However, there was not any statistically significant difference between the effects of the two types of assessment on learning non-congruent collocations by the EFL learners.http://jmrels.journals.ikiu.ac.ir/article_1668_2473deb8af0a6def6f8a82fadf7d1d3a.pdfDynamic Assessment (DA)Group Dynamic Assessment (G-DA)Cumulative Group Dynamic AssessmentConcurrent Group Dynamic AssessmentCollocations |
| spellingShingle | Mohammad Nabi Karimi Parastoo Alizadeh Oghyanous Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions Journal of Modern Research in English Language Studies Dynamic Assessment (DA) Group Dynamic Assessment (G-DA) Cumulative Group Dynamic Assessment Concurrent Group Dynamic Assessment Collocations |
| title | Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions |
| title_full | Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions |
| title_fullStr | Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions |
| title_full_unstemmed | Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions |
| title_short | Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions |
| title_sort | learning l2 non congruent collocations across cumulative vs concurrent group dynamic assessment instructional conditions |
| topic | Dynamic Assessment (DA) Group Dynamic Assessment (G-DA) Cumulative Group Dynamic Assessment Concurrent Group Dynamic Assessment Collocations |
| url | http://jmrels.journals.ikiu.ac.ir/article_1668_2473deb8af0a6def6f8a82fadf7d1d3a.pdf |
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