The Effect of Textual and Audio Glossing and Skewing Techniques on EFL Learners’ Knowledge of Lexical Collocations

Abstract

Effective communication in a foreign language requires, among other aspects, not only a vast repertoire of single words but also to the company these words keep as collocations. This study investigated the effects of two glossing techniques (audio and textual) versus skewed input on EFL learners' lexical collocation learning. To this end, 100 Iranian advanced EFL learners were assigned to four equal groups (n=25) based on their performance on Oxford Placement Test: Textual Glossing Group (TGG) was treated by textual glossing, Audio Glossing Group (AGG), through audio glossing, Skewed Input Group (SIG), by skewing technique. They were assigned as the experimental groups, and the Control Group (CONG) was instructed by L1 equivalents for L2 collocations as a placebo. A piloted collocation test was administered as a pretest and posttest. All groups went through their required instruction for ten sessions. The findings showed that the different techniques employed in the study were effective on the participants' achievement in collocation. It was also shown that the TGG and AGG outperformed the other groups. The findings of this study have some pedagogical implications in EFL contexts for teachers, EFL learners, and syllabus designers.