The Effect of Visually-Mediated Collocations on the Elementary EFL Learners’ Vocabulary Learning

Abstract

When vocabulary teaching is taken into account in EFL classes in our Iranian state primary schools, teachers generally prefer to use classical techniques. The purpose of this study was to investigate the effect of visually-mediated collocations on the elementary EFL learners' vocabulary learning. In order to conduct this study, 60 students from two classrooms in an elementary class, participated in this study. The experimental group was taught new words using collocation techniques; the control group was taught new words using classical techniques such as synonym, antonym, definition and mother tongue translation. Both groups were given the same pre-test at the beginning of the term and after the classroom treatment, including 8 sessions of teaching English vocabulary through collocations, all the participants were given the same multiple- choice tests as a summative evaluation. The statistical finding in the pre-test revealed that the participants' performance had almost the equal mean score, while the performances of both groups in the post-test were significantly different. The result of the study indicated that the group receiving the method of teaching collocations had better performance in vocabulary test than teaching them using classical techniques. Teaching vocabulary through collocations can be effective factors in helping students remember the new words. Therefore, teachers of English could be encouraged to attach more importance to vocabulary teaching rather than the acquisition of grammar and the use of current vocabulary teaching strategies in their classes.