The Impact of Task-based Extensive Reading on Lexical Collocation Knowledge of Intermediate EFL Learners

This study attempted to investigate the effect of form versus meaning-focused tasks added to an ER program on the development of lexical collocations among Iranian Intermediate EFL learners. To this end, 41 students of English language and literature studying at the department of foreign languages in Mazandaran University participated in this study. A reading comprehension test taken from TOEFL was used to measure candidates’ reading ability to homogenize them in terms of their entry behaviour. Moreover, Word Associates Test (WAT) developed by Read (1993, 1998) was administered to examine the participants’ depth of vocabulary knowledge. Participants were divided into two experimental groups: Both groups were assigned to read extensively and do some after reading tasks; the first group was given a form-focused task (FFT) while the second group worked on a meaning-focused task (MFT). The results of paired and independent sample t-tests revealed the fact that both FFT and MFT groups progressed in the interval between the pre- and post-test, but, there was not a significant difference between the effects of form-focused and meaning-focused task.