An Investigation of the Effectiveness of Bilingual Tasks on Iranian EFL Learners’ Lexical Collocation Knowledge

Abstract

This study aimed to investigate the effectiveness of using bilingual tasks on Iranian EFL learners’ lexical collocation knowledge. The main question this study tried to answer was whether applying a bilingual practice such as sen- tence rendering from English into Persian may enhance higher lexical collocation knowledge among Iranian EFL learners. To answer this question, 30 junior translation trainees from among 90 trainees from the Islamic Azad University, Tonekabon branch were selected via administering an OPT. They were divided into two groups: an ex- perimental group and a control group. A researcher-made pretest of L2 lexical collocation was then, administered to the groups to check their current level of lexical collocation knowledge. The experimental group received 10 sessions of treatment (a bilingual practice while the control group received a placebo. After the treatment, the experimental and the control group were exposed to the posttest of lexical collocation knowledge which was a repetition of the pretest of the study. The data of the study were analyzed through applying the One-Way AN- COVA. The results indicated that learning L2 (English) collocations through a bilingual task resulted in higher knowledge of lexical collocations among Iranian EFL learners.