Dr. Hadi Salehi, Sima Sarmadi & Bahareh Amiri,

English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

The present study aims at investigating the effectiveness of alliteration on recalling lexical chunks among Iranian upper-intermediate EFL learners through dictation. To this end, 60 upper-intermediate Iranian EFL learners (females and males), where chosen. All the learners had the same vocabulary size in English, which was assessed by means of Nation’s Vocabulary Size Test (2015). Their level of proficiency approved that they were familiar with the target words in the dictation. The EFL learners were divided into two groups. Alliteration was explained for experimental group; however, the other group was blind about the actual aim of the research. Then 30 word pairs were dictated separately, each being read out two times by the instructor. The participants were needed to repeat each dictated item out loud (in chorus) before writing it down. After the dictation, the learners’ sheets were collected and they were given a five-minute break. Then, they were asked to write down on a new sheet as many of the dictated items as they could remember. The data were analyzed by a paired-sample t-test to find the differences of recall scores of alliterative items, filler items, and matched controls. The obtained results from both groups were also compared by two-way ANOVA. The results of an unannounced free recall test revealed significantly better recall of the alliterative stimuli, especially for the second group members who were aware of alliteration. The results of this study can be useful for curriculum developers, material designers, teachers, and learners.


The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.