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Chapter 5 Discussion

5.1 The effects of multiple-choice gloss on collocation learning
The first research question addressed the issue of the impact of multiple-choice gloss oncollocation gain and retention in terms of receptive knowledge and productive knowledge. Itcan be found from the results gained in the preceding chapter that the scores ofmultiple-choice gloss group are higher than those in the control group, and the differencebetween these two groups is significant. The findings confirm that multiple-choice gloss canfacilitate collocation learning and retention. This result is in line with previous findings thathad acknowledged the positive effect of multiple-choice gloss on vocabulary development(Hulstijn 1992, Watanabe 1997, Nagata 1999, Miyasako 2002, Farvardin and Biria 2012).The effectiveness of multiple-choice gloss can be explained by the Input Enhancementtheory, which states that the enhanced input can attract learners’ attention to some specificlanguage points and help learners acquire more vocabulary. Therefore, if certain parts of thepassages are enhanced, the chance for the learners to notice and learn them would increase,which will promote the acquisition of new words.
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Conclusion

The current study intends to investigate the effects of multiple-choice gloss andword-focused activity on English collocation gain and retention in terms of receptiveknowledge and productive knowledge. Based on the constructs of Input Enhancement theory,Pushed Output Hypothesis and the Involvement Load Hypothesis, three hypotheses areproposed. The outcome of the present research successfully answers the research questions. Inthe following section of this part, some major findings of the present study will be presentedin detail.The first hypothesis predicted that multiple-choice gloss is facilitative to targetcollocations gain and retention both in terms of receptive knowledge and productiveknowledge. The results obtained in the preceding chapter lend support to this hypothesis. Thedescriptive information shows that multiple-choice gloss does have promoting effects oninitial collocation learning and retention. The participants engaged in multiple-choice glosscondition can learn more target collocations than control group.
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