The Effect of Word Exposure Frequency through Story Reading and Story Listening on Learning Collocations
Sanaeifar, S. H., (2018)
The aim of this study was to investigate the effect of word exposure frequency through story reading and story listening on learning collocations. To conduct the study, 50 female learners were homogenized using Oxford Placement Test (OPT, 2001) and were randomly divided into an experimental group and a control group at Safiran Khazar English language Institute in Sari. During the treatment, the researcher provided the participants in both groups with the same stories. The only difference was that in experimental class the learners read the stories themselves, but in the control class the instructor read the stories to the learners. The stories were enriched with the target collocations placed in pre- and post-tests. The learners in both classes encountered the same collocations for 16 sixty-minute sessions. The data were collected through the pre-test and post-test, which were both designed by the researcher. The researcher piloted the test before the instruction on other learners to ensure that the test was reliable. The data obtained from the administration of the pre-test and post-test were analyzed using SPSS software. The result of this study showed that the word exposure frequency through story reading and story listening had statistically significant effect on collocation learning by Iranian intermediate EFL learners and also the reading group performed better than the listening group in learning collocations.