One of the most problematic areas for foreign language learning is collocation. It is often seen as arbitrary and overwhelming, a seemingly insurmountable obstacle to the attainment of native like fluency. The aim of this study is to increase awareness of the importance of teaching collocations in ESL/EFL classrooms in order for learners to acquire accurate and native-like competence. This paper is divided into four main sections. The first section discusses the definitions and categorizations of collocation from different scholars' perspectives as well as the distinction between collocation and other combinations of words. In the second section, the main sources of collocational errors will be clarified. The third section deals with the importance of collocations in ESL/EFL classrooms. In the fourth section different methodologies and materials for teaching collocations to ESL/ EFL learners will be suggested, as well as the implications of the lexical approach will be analyzed.
This paper aims to investigate the Linguistic errors of Iranian translation trainees. The question this study tries to answer is what the most frequent linguistic errors of English translation students are. To answer this question 50 junior students of translation training programme from the Islamic Azad University of Lahijan participated in the experiment. They were selected randomly from among 80 students who participated in an OPT general proficiency test. They were given 20 Persian sentences. The sentences were simple, declarative, affirmative and active. For the analysis of errors “Corder's” taxonomy was used. The analysis indicated that the errors resulting from wrong selection of words, permutation and errors of incorrect use of tenses were the most frequent errors respectively
The main purpose of this research is to find the types of equivalence and shifts in the Persian translation of English complex sentences with wh-subordinate clauses. This study uses a qualitative descriptive method. The English fictions and their Persian translations considered as source of the data. The researcher classifies the data into two main categories: the equivalence and shift. The equivalence is subcategorized into formal and dynamic equivalence based on Nida's theory. In this research, four categories of shift, based on Catford's classification, which involve structure shifts, unit shifts, rank shifts and intra-system shifts, have been found. Based on 160 data, the results of this research indicated that in the Persian translation of these sentences, the shifts occur more than the equivalence, with the percentage of 86.25% and the equivalence with the percentage of 13.75%.
The present investigation was an attempt to study the effect of using compensation and determination strategies on Iranian upper-intermediate EFL learners' vocabulary development. The question which the present study was trying to answer was: Do compensation and determination strategies have any statistically significant effects on Iranian upper-intermediate EFL learners' vocabulary development? To that end, QPT was administered to 110 female EFL learners learning English language at Shokouh Institute in Rasht, Iran. So 90 learners were selected for this study and they were divided into two experimental groups and one control group, each group contained 30 learners. Prior to the treatment, the participants were given a pretest to assess their initial knowledge of English vocabulary. The experimental groups received treatment. The researcher used compensation and determination strategies in ten sessions. However, in the control group, the new words were taught in traditional way. After ten sessions, a posttest was administered to all groups. One-way ANOVA was conducted to see if the treatment was effective or not. The results were computed and analyzed through SPSS and it was found that using compensation and determination strategies had a positive effect on the participants' vocabulary development.
This study aimed to investigate the dynamic assessment of writing proficiency in Iranian English learnersˊwriting ability in transcendence tasks based on Vygotskian perspective. The questions which this research intended to answer were: 1) Does dynamic assessment affect Iranian English learners' writing ability? 2) Do the results of dynamic Assessment differ from the results of a non -dynamic assessment? 3) If learners progress, are they able to maintain their improved performance in the transcendence tasks when the assessment context changes? To answer the questions, 60 learners were selected following an Oxford Placement Test, and then randomly divided into two groups, experimental and control. The experimental group received dynamic assessment based instruction while control group received a non-dynamic writing instruction. After eight sessions, both groups were post tested and underwent a static and a dynamic assessment. The results indicated the outperformance of the experimental group over the control one. After two weeks, the experimental group undertook two transcendence tasks in order to trace their growing proficiency in more difficult and to increase innovative tasks. Moreover, upon analyzing the protocols, an inventory of meditational moves was detected as a posterior. As the result, the study suggests the use of dynamic assessment as a development-oriented procedure to diagnose and develop the learnersˊemerging abilities.
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