The Comparative Effect of Concept mapping and Lexical inferencing on EFL Learners’ Lexical Collocations Learning
Iran, ID CLEaR2015-219b
This study was an attempt to investigate the comparative impact of lexical inferencing and concept mapping on EFL learners’ lexical collocation learning. Accordingly, 60 female EFL learners were selected from a group of 90 learners based on their performance on a sample piloted PET in Zabansara Institute. They were randomly assigned into two experimental groups. They were given a piloted teacher made lexical collocation test to ensure that the participants had no knowledge of the target lexical collocations prior to the treatment. The ten session treatment which followed included teaching lexical collocations using lexical inferencing in one experimental group and concept mapping in the other. Everything in both groups such as materials, the amount of instruction was the same except the treatment. At the end of the treatment, a teacher-made lexical collocation test was administered to both groups to see if there is any significance difference between two groups in terms of their performance on the posttest. The analysis of the test scores using an independent sample t-test indicated that Concept mapping techniques was as effective as lexical inferencing in learning lexical collocations.