THE EFFECT OF CONTEXTUALIZED VS. DE-CONTEXTUALIZED METHODS ON THE ACQUISITION OF LEXICAL COLLOCATION

The purpose of this study was to see how contextualised and de-contextualized approaches affected the acquisition of lexical collocations by Iranian intermediate EFL students, as well as the relative efficacy of employing visuals against contextualization for lexical collocation acquisition. 75 Iranian intermediate EFL students, ranging in age from 12 to 17, were randomly allocated to one of three experimental groups (EG1, EG2 and EG3). Before beginning the therapy, the three groups were given a pre-test on collocations to assess the participants' understanding of target forms. The participants in EG1 were taught collocations by contextualization, whereas the participants in EG2 were given the identical target forms through a de-contextualized list of collocations with their target forms. The EG3 participants were taught lexical collocations through the use of visuals. After the therapy, a post-test was conducted to assess the gains. The findings revealed that both contextualising and employing visuals have a substantial impact on the participants' acquisition of lexical collocations. The results also showed that the contextualised technique group outperformed the image method group, however the difference was not statistically significant. As a result, contextualization and graphical presentation of collocations are both equally effective and statistically more successful than the decontextualized strategy.

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