Effects of awareness-raising approach versus input-flood treatment on collocation knowledge, writing profiency, and cognitive style among Iranian EFL learners
The aim of this study was to explore the most viable way to enhance language learners’ knowledge of collocation and consequently improve their writing performance with regard to their individual cognitive style differences. More specifically, the effectiveness of implicit collocation instruction thr...
| 第一著者: | |
|---|---|
| フォーマット: | 学位論文 |
| 言語: | 英語 |
| 出版事項: |
2014
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| 主題: | |
| オンライン･アクセス: | http://psasir.upm.edu.my/id/eprint/50626/1/FPP%202014%2037RR.pdf |