The Role of Cognitive Style in the Collocational Knowledge Development of Iranian EFL Learners through Input Flood Treatment

Mahvelati, Elaheh Hamed; Mukundan, Jayakaran

doi:10.5539/elt.v5n10p105

Cited by 12 publications

(15 citation statements)

References 54 publications

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“…It is in sharp contrast with the theoretical view of those researchers who claim that there is no significant relationship between learners' cognitive style (FD/ FI) and L2 learning (Hamed Mahvelati & Mukundan, 2012). In addition, the above finding is not also in line with Dyer and Osborne's (1999) view so far as they claim that the students' cognitive style of FD/ FI does not affect the effectiveness of teaching methods.…”

Section: Discussioncontrasting

confidence: 56%

The Effects of Top-down/Bottom-up Processing and Field-dependent/Field-independent Cognitive Style on Iranian EFL Learners’ Reading Comprehension

Fatemi¹,

Vahedi²,

Seyyedrezaie³

2014

TPLS

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Abstract-The present study aimed at exploring the effects of top-down/bottom-up processing and field-dependent/field-independent cognitive style on Iranian EFL learners' reading comprehension. That is, it was attempted to find firstly, whether FI learners would perform better when taught through top-down or bottom-up reading instruction model; secondly, whether FD learners would perform better when taught through top-down or bottom-up reading instruction model. Two intact classes including 40 Iranian freshmen EFL students with the same level of reading proficiency tested through reading section of TOEFL test participated in this study. One class was randomly assigned to top-down reading instruction model and the other to bottom-up approach. The study consisted of three stages. At first stage, Group Embedded Figure Test (GEFT) was administered to determine the distribution of subjects along the spectrum of FD/ FI in each group. Then, the treatment was run and finally, both groups received a reading comprehension posttest. The data were analyzed using two independent samples t-tests. The results revealed that FI learners outperform their FD counterparts in bottom-up group. Moreover, the results showed that FD learners were more successful than FI ones when taught through top-down reading instruction model. In light of these findings, the researchers offered recommendations for further research and for EFL reading educators.Index Terms-field-independent, field-dependent, top-down/bottom-up instructional model, reading comprehension

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Section: Discussioncontrasting

confidence: 56%

The Effects of Top-down/Bottom-up Processing and Field-dependent/Field-independent Cognitive Style on Iranian EFL Learners’ Reading Comprehension

Fatemi¹,

Vahedi²,

Seyyedrezaie³

2014

TPLS

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“…This is due to researchers' lack of attention to research on combinations between a noun or an adjective and to infinitive or that-clause. Mahvelati & Mukundan (2012), Saudin (2014) The examples of collocation above may hint that collocation is characterized by merely its syntagmatic lexical combination. It is not completely true.…”

Section: Benson Et Al (1997 Inmentioning

confidence: 99%

“…Of the 40 sentences, 20 were to be filled with an appropriate verb and the other 20 with a suitable adjective to be paired with a noun to form v+n and adj+n collocations. It is said that besides a translation test, a blank filling test is common to be administered to measure learners' level of productive collocational competence (Mahvelati & Mukundan, 2012). In designing the test instrument, two models were consulted, one created by Brashi (2006) and the other by Koya (2003), though the two models were for assessing the level of productive knowledge of v+n collocation only.…”

Section: Instruments Of Data Collectionmentioning

confidence: 99%

“…The term has its roots in a Latin verb 'collocare' which means 'to set in order/to arrange' (Hsu, 2007;Mahvelati & Mukundan, 2012). Lewis (2000, p. 74 in Miyakoshi, 2009) defined collocation as "two or more words that tend to cooccur together."…”

mentioning

confidence: 99%

“…Besides, the study attempted to show whether v+n collocation or adj+n collocation was more difficult for the learners, who were undergraduate students of English Language Department of Bandung State Polytechnic. Mahvelati & Mukundan, 2012) divided collocation into two major categories: lexical collocation and gramatical collocation. Lexical collocation is a syntagmatic combinations of content words (nouns, verbs, adjectives and adverbs) such as draw a conclusion (v+n) or heavy traffic (adj+n).…”

mentioning

confidence: 99%

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The Investigation of Productive and Receptive Competence in V+n and Adj+n Collocations Among Indonesian Efl Learners

Saudin

Sulyaningsih

Meilinda

2017

Indonesian J. Appl. Linguist

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The important role of collocation in learners' language proficiency has been acknowledged widely. In Systemic Functional Linguistics (SFL), collocation is known as one prominent member of the super-ordinate lexical cohesion, which contributes significantly to the textual coherence, together with grammatical cohesion and structural cohesion (Halliday & Hasan, 1985). Collocation is also viewed as the hallmark of truly advanced English learners since the higher the learners' proficiency is, the more they tend to use collocation (Bazzaz & Samad, 2011;Hsu, 2007;Zhang, 1993). Further, knowledge of collocation is regarded as part of the native speakers' communicative competence (Bazzaz & Samad, 2011); and lack of the knowledge is the most important sign of foreignness among foreign language learners (McArthur, 1992;McCarthy, 1990). Taking the importance of collocation into account, this study is aimed to shed light on Indonesian EFL learners' levels of collocational competence. In the study, the collocational competence is restricted to v+n and adj+n of collocation but broken down into productive and receptive competence, about which little work has been done (Henriksen, 2013). For this purpose, 49 second-year students of an English department in a state polytechnic were chosen as the subjects. Two sets of tests (filling in the blanks and multiple-choice) were administered to obtain the data of the subjects' levels of productive and receptive competence and to gain information of which type was more problematic for the learners. The test instruments were designed by referring to Brashi's (2006) test model, andKoya's (2003). In the analysis of the data, interpretive-qualitative method was used primarily to obtain broad explanatory information. The data analysis showed that the scores of productive competence were lower than those of receptive competence in both v+n and adj+n collocation. The analysis also revealed that the scores of productive and receptive competence in v+n collocation were higher than those of productive and receptive competence in adj+n collocation. The finding comes as a surprise since it turns out adj+n collocation is more problematic than v+n collocation both productively and receptively. Much research, by contrast, has reported that mistakes in v+n collocation are typical (Al-Zahrani, 1998;Nesselhauf, 2003;Liu, 1999;Sun, 2004). A conclusion has even been drawn that "v+n collocation is more difficult than adj+n collocation" (Kuo, 2009, p. 148). Though more studies are needed to support its finding, this research suggests the type of collocation deserve to get more attention from researchers.

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The Impact of Audio Input Enhancement on EFL Learners’ Grammar Learning from Varying Proficiency Levels

Seyedtajaddini

2014

Procedia - Social and Behavioral Sciences

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The Role of Cognitive Style in the Collocational Knowledge Development of Iranian EFL Learners through Input Flood Treatment

Cited by 12 publications

References 54 publications

The Effects of Top-down/Bottom-up Processing and Field-dependent/Field-independent Cognitive Style on Iranian EFL Learners’ Reading Comprehension

The Effects of Top-down/Bottom-up Processing and Field-dependent/Field-independent Cognitive Style on Iranian EFL Learners’ Reading Comprehension

The Investigation of Productive and Receptive Competence in V+n and Adj+n Collocations Among Indonesian Efl Learners

The Impact of Audio Input Enhancement on EFL Learners’ Grammar Learning from Varying Proficiency Levels

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