On the Effect of Gender and Years of Instruction on Iranian EFL Learners' Collocational Competence

Mansoor Ganji

Abstract


This study investigates the Iranian EFL learners' Knowledge of Lexical Collocation at three academic levels: freshmen, sophomores, and juniors. The participants were forty three English majors doing their B.A. in English Translation studies in Chabahar Maritime University. They took a 50-item fill-in-the-blank test of lexical collocations. The test included five types of collocations: verb-noun, adjective-noun, noun-verb, adverb-adjective, and verb-adverb. Descriptive statistics, t-test, and One-way ANOVA were employed in the data analysis. According to the results, Iranian English majors are weak in lexical collocations, answering just more than 50% of the questions. A significant difference was found among the performance of the students at three academic levels, but there was no significant difference between boys and girls in their knowledge of lexical collocations. While noun-verb collocation was revealed to be the easiest type of collocation, adverb-adjective collocation proved to be the most difficult type. These findings have immediate implications for language learners, EFL teachers, and material designers.


Full Text: PDF DOI: 10.5539/elt.v5n2p123

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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