Science for Education Today, 2020, vol. 10, no. 3, pp. 7–27
© Khonamri F., Pavlíková M., Falahati F., Petrikovicova L., 2020
UDC: 
378+159+314

Investigating the co-development of reading fluency and reading comprehension through mindful teaching of collocations in EFL classroom [In English]

Khonamri F. 1 (Babolsar, Islamic Republic of Iran), Pavlíková M. 2 (Nitra, Slovak Republic), Falahati F. 1 (Babolsar, Islamic Republic of Iran), Petrikovicova L. 2 (Nitra, Slovak Republic)
1 University of Mazandaran
2 University in Nitra
Full text (Open Access) — Downloaded 994
Abstract: 

Introduction. The predisposition to mindfulness and its effect on academic performance in students has been widely investigated in the past two decades. Mindfulness is defined as purposely paying attention to present moment experiences, devoid of judgment, resulting in a sense of stability and nonreactive awareness (Grossman, Niemann, Schmidt, & Walach, 2004). Moreover, the role of collocation in fostering learners’ reading fluency and comprehension is proved to be effective. The current study, thus attempted to investigate whether mindful teaching of collocations has a positive effect on learners’ reading fluency and reading comprehension abilities.
Materials and Methods. To this end, 30 students of English language and literature studying at the department of English at the University of Mazandaran participated in this research.
Results. A reading comprehension test taken from TOEFL was utilized to measure learners’ reading ability to homogenize them in terms of their entry behavior. Furthermore, Word Associate Test advanced by Read (1993,1998) was applied to explore the participants’ depth of vocabulary and collocational knowledge. Besides, the Mindful Attention Awareness Scale (MAAS) developed by Brown & Ryan (2003) was used to identify mindful and less mindful students. All of the participants were then divided into two groups of mindful and less mindful participants for more in-depth analysis. The result of the Wilcoxon and Maan- whiteny U test revealed that both explicit and implicit groups progressed in the interval between pretest and posttest, and there was not a significant difference between the effects of explicit and implicit teaching of collocations. Moreover, the results of mindful teaching of collocations were not effective.
Conclusions. The results showed neither of the instruction types was influential in terms of the learners reading fluency. Further analysis of the effect of mindfulness on the FFL learners' reading fluency showed that there was an inconsiderable difference between the less mindful and mindful learners. This implies that the instructors need to be sensitive to what method could be more influential regarding the improvement of the learners' fluency.

Keywords: 

The improvement of the learners' Reading fluency; Development of Reading Comprehension; Mindful Teaching of Collocations; Reading comprehension abilities.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:43091307

Prominence Percentile SciVal: 95.235 Vocabulary Learning | Extensive Reading | EFL Learner

https://www.scopus.com/record/display.uri?eid=2-s2.0-85088372110&origin=...

Investigating the co-development of reading fluency and reading comprehension through mindful teaching of collocations in EFL classroom

For citation:
Khonamri F., Pavlíková M., Falahati F., Petrikovicova L. Investigating the co-development of reading fluency and reading comprehension through mindful teaching of collocations in EFL classroom [In English]. Science for Education Today, 2020, vol. 10, no. 3, pp. 7–27. DOI: http://dx.doi.org/10.15293/2658-6762.2003.01
References: 
  1. Aghbar A. Fixed expressions in written texts: implications for assessing writing sophistication. Paper presented at a meeting of the English Association of Pennsylvania State System Universities, 1990. URL: https://eric.ed.gov/?id=ED329125
  2. Bahns J. Lexical collocations – a contrastive view. ELT Journal, 1993, vol. 47 (1), pp. 56–63. DOI: https://doi.org/10.1093/elt/47.1.56 
  3. Cain K., Oakhill J., Bryant P. Children’s reading comprehension ability: concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 2004, vol. 96 (1), pp. 31. DOI: https://doi.org/10.1037/0022-0663.96.1.31
  4. DeKeyser R. M. Implicit and Explicit Learning. In: Doughty C. J., Long M. H. (Eds.) The Handbook of Second Language Acquisition. Oxford: Blackwell Publishing. 2005. DOI: https://doi.org/10.1002/9780470756492.ch11
  5. Fuchs L., Fuchs D., Hosp M., Jenkins J. Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 2001,vol. 5, pp.239–256.  ISSN-1088-8438
  6. Gadušová Z., Hašková A., Jakubovská V. Stratified approach to teachers' competence assessment. INTED 2018: Proceedings from 12th International Technology, Education and Development Conference. Valencia: IATED Academy. 2018, pp. 2757–2766. ISBN 978-84-697-9480-7, ISSN 2340-1079
  7. Gadušová Z., Hašková A., Predanocyová Ľ. Teachers’ professional competence and their evaluation. Education and Self Development, 2019, vol. 14 (3), pp. 17–24. ISSN 1991-7740. DOI: http://dx.doi.org/10.26907/esd14.3.02
  8. Gitsaki C. Second language lexical acquisition: A study of the development of collocational knowledge. Maryland: International Scholars Publications. 1999.  ISBN: 9781573093897
  9. Grossman P., Niemann L., Schmidt S., Walach H. Mindfulness-based stress reduction and health benefits. A meta-analysis. Journal of Psychosomatic Research, 2004, vol. 57 (1), pp. 35–43. DOI: http://dx.doi.org/10.1016/S0022-3999(03)00573-7 
  10. 10.                  Howarth P. Phraseology and second language proficiency. Applied Linguistics, 1998. vol. 19 (1), pp. 24–44. DOI: https://doi.org/10.1093/applin/19.1.24 
  11. Hsu J-Y. The effects of direct collocation instruction on the English proficiency of Taiwanese college students in a business English workshop. Soochow Journal of Foreign Languages and Cultures, 2005, vol. 21, pp. 1–39. DOI: http://dx.doi.org/10.16986/HUJE.2018038632
  12. Irwansyah D., Nurgiyantoro B., Sugirin Literature-Based reading material for EFL students: A case of Indonesian Islamic University. XLinguae, 2019, vol. 13 (3), ISSN 1337-8384, eISSN 2453-711X. DOI: http://dx.doi.org/10.18355/XL.2019.11.03.03
  13. Kabat-Zinn J. Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York, N.Y.: Dell Publishing. 1990. Ebook/DAISY202 ISBN: 978-0-345-53693-8/ URL: https://www.scirp.org/reference/ReferencesPapers.aspx?ReferenceID=1683041 
  14. 14.                  Kabat-Zinn J. Mindfulness-based stress reduction (MBSR). Constructivism in the Human Sciences, 2003, vol. 8, pp. 73–107. DOI: http://dx.doi.org/10.4236/ojbm.2018.63049   
  15. Kintsch W. Comprehension: a paradigm for cognition. Cambridge: Cambridge University Press. 1998. ISBN-13: 978-0521629867
  16. Králik R., Lenovský L., Pavlikova M. A few comments on identity and culture of one ethnic minority in central Europe. European Journal of Science and Theology, 2018, vol. 14 (6), pp. 63–76. ISSN ISSN: 1841-0464. URL: http://www.ejst.tuiasi.ro/Files/73/7_Kralik%20et%20al.pdf
  17. LaBerge D., Samuels S. J. Toward a theory of automatic information processing reading. Cognitive Psychology, 1974,vol. 6,pp.293–323. DOI: https://doi.org/10.1016/0010-0285(74)90015-2 
  18. Langer E. J. The power of mindful learning. Cambridge, MA: Persesus Publishing. 1997.ISBN-10: 0738219088, ISBN-13: 978-0738219080
  19. Langer E. J., Moldoveanu M. The construct of mindfulness. Journal of Social Issues, 2000, vol. 56, pp. 1‐9. DOI: https://doi.org/10.1111/0022-4537 .
  20. Lewis M. The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publication. 1993. ISBN-13: 978-0906717998, ISBN- DOI: http://dx.doi.org/10.090671799X
  21. Lewis M. Implementing the lexical approach: Putting theory into practice. Hove, England: Language Teaching Publications. 1997. ISBN 1-899396-60-8 (paper)
  22. Lewis M. Teaching collocation: Further developments in the lexical approach. Language Teaching Publications. 2000. ISBN 1-899396-11-X (paper)
  23. Liu C. P. A study of Chinese Culture University freshmen's collocational competence: ʻKnowledgeʼ as an example. Hwa Kang Journal of English Language Literature, 1999, vol. 5, pp. 81–99. URL: http://www.tesl-ej.org/wordpress/issues/volume18/ej72/ej72a4/
  24. Linden W. Practicing of meditation by school children and their levels of field dependence-independence, test anxiety, and reading achievement. Journal of Consulting and Clinical Psychology, 1973,vol. 41, pp. 139–143. DOI: http://dx.doi.org/10.1037/h0035638 
  25. Mahrik T., Kralik R., Tavilla I. Ethics in the light of subjectivity - Kierkegaard and Levinas. Astra Salvensis, 2018, vol. 6, pp. 488–500. ISSN 2393-4727. URL: https://kpfu.ru/staff_files/F610085577/astra_salvensis_year_vi_2018_supplemnt_no_2.pdf 
  26. Muryasov R. Z. On the periphery of the parts of speech system. XLinguae, 2019, vol. 12 (4). ISSN 1337-8384, eISSN 2453-711X. DOI: http://dx.doi.org/10.18355/XL.2019.12.04.05 
  27. Nattinger J., DeCarrico J. Lexical phrases and language teaching. Oxford: Oxford University Press. 1992.  ISBN-13: 978-0194371643, ISBN-10: 0194371646
  28. Nation I. S. P. Learning Vocabulary in another language. Cambridge, UK: Cambridge UniversityPress.2001. ISBN:9781139524759
  29. Nesselhauf N. The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 2003,vol. 24 (2), pp. 223–242. DOI: https://doi.org/10.1515/iral-2016-0015
  30. Nation P., Waring R. Vocabulary size, text coverage, and word lists. In: Schmitt N., McCarthy M. (Eds). Vocabulary: Description, acquisition, pedagogy. New York: Cambridge University Press, 1997, pp. 6–19. ISBN:0521584841
  31. Nassaji H. The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. The Canadian Modern Language Review, 2004, vol. 61 (1), pp. 107–134. DOI: http://dx.doi.org/10.1353/cml.2004.0006  
  32. Novikova Y. B, Alipichev A. U., Kalugina O. A., Esmurzaeva Z. B., Grigoryeva S. G. Enhancement of socio-cultural and intercultural skills of EFL students by means of culture-related extra-curricular events. XLinguae, 2018, vol. 11 (2).  ISSN 1337-8384. DOI: http://dx.doi.org/10.18355/XL.2018.11.02.16
  33. Paribakht T. S., Wesche M. Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In: Coady J. & Huckin T. (Eds.), Second language vocabulary acquisition: A rationale for pedagogy Cambridge: Cambridge University Press. 1997, pp. 174–200. DOI: https://doi.org/10.1016/j.sbspro.2016.05.461 
  34. Stranovská E., Hvozdíková S., Munková D., Gadušová Z. Foreign Language Education and Dynamics of Foreign Language Competence. The European Journal of Social and Behavioural Sciences, 2016, vol. 17 (3), pp. 2141–2153. ISSN 2301-2218 DOI: http://dx.doi.org/10.15405/ejsbs.192 URL: http://www.futureacademy.org.uk/publication/EjSBS/VolumeXVII 
  35. Stranovská E., Gadušová Z., Ficzere Factors Influencing Development of Reading Literacy in Mother Tongue and Foreign Language. ICERI 2019: 12th International conference of education, research and innovationValencia. IATED, 2019, pp. 6901–6907. ISBN 978-84-09-14755-7
  36. Tavilla I., Kralik R., Webb C., Jiang X., Manuel A. J. The rise of fascism and the reformation of Hegel’s dialectic into Italian neo-idealist philosophy. XLinguae, 2019, vol. 12 (1), pp. 139–150. DOI: http://dx.doi.org/10.18355/XL.2019.12.01.11
  37. Qian D. D. Assessing the role of depth and breadth of vocabulary knowledge in reading comprehension. The Canadian Modern Language Review, 1999, vol. 56 (2), pp. 282–307. ISSN-0008-4506. DOI: https://doi.org/10.3138/cmlr.56.2.282 
  38. Qian D. D. Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 2002, vol. 52, pp. 513–536. DOI: https://doi.org/10.1111/1467-9922.00193
  39. Qian D. D., Schedl M. Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Testing, 2004, vol. 21 (1), pp. 28–52. DOI: http://dx.doi.org/10.1191/0265532204t273
  40. Read J. The development of a new measure of L2 vocabulary knowledge. Language Testing, 1993, vol. 10, pp. 355–371. DOI: https://doi.org/10.1191/0265532204lt273oa
  41. Read J. Assessing vocabulary knowledge and use. Cambridge, England: Cambridge University Press. 2000. DOI: https://doi.org/10.1177/026553229301000308 
  42. Salomon G., Globerson T. Skill may not be enough: The role of mindfulness in learning and transfer. International Journal of Educational Research, 1987, vol. 11, pp. 623–637. DOI: https://doi.org/10.1016/0883-0355(87)90006-1 
  43. Sinclair J. Corpus, concordance, collocation. Oxford: Oxford University Press. 1991. ISBN: 9780203594070
  44. Sinclair J. Trust the text: Language, corpus and discourse. London: Routledge. 2004. ISBN: 9780415317689
  45. Watanabe Y. Input, Intake, and Retention: Effects of Increased Processing on Incidental Learning of Foreign Language Vocabulary. Studies in Second Language Acquisition, 1997, vol. 19 (3), pp. 287–307. DOI: http://dx.doi.org/10.1017/S027226319700301X 
  46. Zhang X. English collocations and their effect on the writing of native and non-native college freshmen. Unpublished doctoral dissertation, Indiana University of Pennsylvania, Pennsylvania, USA, 1993. URL: https://archive.org/stream/ERIC_ED496121/ERIC_ED496121_djvu.txt
Date of the publication 30.06.2020