Exploring the Effects of input flood vs input enhancement on learners' use of Collocations in their writings | ||||
| مجلة کلية التربية | ||||
| Article 20, Volume 18, Issue 108, July 2021, Page 522-542 PDF (749.78 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jfe.2021.210403 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Abdelrahim Saadeldin Elhilaly1; Tamer Aly Abdelhakim Abdalla2 | ||||
| 1Professor of Curriculum and Instruction (TEFL) - Faculty of Education (Cairo) Al-Azhar University | ||||
| 2PhD researcher Arab and Research Institute | ||||
| Abstract | ||||
| Collocational knowledge is one of the competences that may scaffold and frame the students’ ability to write correct meaningful sentences. This research inspected the effects of input flood and input enhancement on learners' use of collocations in their writings. It investigated the acquisition of first secondary school students of the following forms of collocations: verb + noun (e.g., do damage).The design of this study is primarily quasi-experimental. A pretest-posttest control group design is used. The study adopts a group of strategies to probe their effectiveness in enhancing lexical collocation and quality of writing. First secondary school students were exposed to various collocations included in passages and sentences of the training program that lasted for two months in Omar Bin Abdul Aziz Secondary School for Boys, Doha, Qatar. The researcher discussed the study results concerning the difficulty of acquiring and measuring the collocational knowledge of the students who learn a second language. The study suggested implications for achieving acquisition of a second language. | ||||
| Keywords | ||||
| Key words: input flood; input enhancement; collocations; writing; implicit teaching | ||||
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