The purpose of the present study is threefold. First, to see whether Concordancing materials presented through data-driven learning (the DOL) approach have any effect on the teaching/learning collocation of prepositions or not. Second, to find out if knowledge of collocation of prepositions is differentiated among the different levels of EFL learners ‘proficiency. Third, to determine the extent to which EFL learners' knowledge of collocation of prepositions is affected by their LI. To this end, 200 English major students studying at three universities m Shahrekord (including Shahrekord University, Payame Noor University of Shahrekord and Islamic Azad University of Shahrekord) served as the participants of this study. At first, the Michigan Test of English Language Proficiency was given to determine the participants' levels of proficiency. Then they were randomly divided in two groups.A completion test on collocation of preposition was given as the pretest. In one group, the participants underwent a conventional-based treatment on prepositions and their collocational pat terns. In the second group, they were taught through the DDL approach that was based on concordancing. A posttest was which was the same as the pretest was used to det' ermine the effects of the treatments. Then the obtained data submitted to different statistical analyses including correlation, analysis of variance (one-way ANOVA) and post hoc comparison using the Scheffe test. The results of the study led to three conclusions about second language acquisition.First, the DDL approach showed to be highly effective in the teaching and learning collocation of prepositions. Second, learners' performance in collocation of prepositions showed to be positively correlated with their levels of proficiency.Third, the analysis of errors of collocations indicated that Iranian EFL learners tended to carry over their LI collocational patterns in to their L2 production.

This study investigates the differential effects of the deductive and inductive cognitive approaches on the improvement of verb-adverb collocational knowledge in the context of classroom concordancing. Eighty-two participants were assigned to deductive, inductive, and control groups. During two intensive 90-minute sessions, the experimental groups were given some receptive and productive tasks to do using the CONCORDANCER as a reference tool. While the collocational patterns for accomplishing the tasks were explicitly presented to the deductive group, the inductive group was required to work out the underlying patterns. The analysis of the data gathered from receptive (multiple-choice) and productive (sentence-completion and sentence writing) collocation pretest and post-test revealed that concordance had significant effects on the improvement of L2 collocational knowledge. While both the deductive and inductive groups showed similar gains in receptive knowledge of collocations, the inductive approach was found to be more effective in developing productive knowledge. Overall, the students had positive views of concordance.

In the present research, based on the Kö vecses (1986, 2010) cognitive conceptualization theory of emotions, conceptualization of love in Simin Daneshvar's novels has been studied. For doing so, first the conceptual metaphors of love were extracted from the data by combining two methods of metaphor determination: 1. Machine search of the lexical item(s) of a specific target domain (the word love in our case) by a CONCORDANCER program (AntConc (Anthony, 2014), in our case) and 2. Manual search of the whole data. Then, the manual search of the whole data was carried out to find the conceptual metonymies and related concepts of love. In the next step, different types of metaphor, metonymy and also related concepts of love were studied. In the final step, on the basis of the conceptual metaphors, conceptual metonymies and related concepts of love, the cognitive model of love in Daneshvar's novels was identified. The cognitive model of love has shaped based on 40 conceptual metaphors, 33 conceptual metonymies with the general metonymic pattern of “ EMOTION EFFECT FOR EMOTION” and also 11 related concepts of love, some of which are the causes and the rest are the effects of love.

There is a consensus among language teachers and researchers about the critical role of vocabulary acquisition in language learning development (e. g., Webb & Nation, 2017; Schmitt, 2008(. However, vocabulary learning poses a challenge for most EFL learners (e. g., Schouten-van Parreren, 1980; McCarten, 2007; Teng, 2016). A large number of studies have explored the influence of different vocabulary instruction techniques on enhancing language learners' vocabulary development (Webb & Nation, 2017). More recently, concordance-based instruction has been introduced as a beneficial approach for teaching vocabulary (Boulton & Cobb, 2017; Kazaz, 2015; Soruc & Tekin, 2017). This approach engages learners in data-driven learning (DDL) which requires them to explore concordance examples and discover knowledge for themselves. DDL is in line with the inductive language learning and exploratory approach. In concordance-based vocabulary instruction, learners are exposed to language instances and are supposed to both notice the meaning of the target lexicon or recognize the patterns and understand them through analysis and generalizations which is in line with the noticing hypothesis. Also, according to Craik and Lockhart’ s (1972) theory of depth of processing, there is a hierarchy of processing levels and deeper processing of information is conducive to longer retention of words. In the present study, the learners were asked to infer the meaning of unfamiliar words which required them to analyze the contexts for contextual clues and also evaluate the accuracy and appropriateness of their inferences. Constructivist learning theory is another theory that provides support for this study. This theory is based on the idea that knowledge is not passively accumulated and learners themselves actively construct their knowledge. Stated differently, this theory posits that learning doesn’ t occur through transmitting a body of knowledge by instructors as it is supposed by traditional approaches (Boulton, 2017). In the present study, learners actively analyzed concordance lines, generated and tested hypotheses, and discovered knowledge for themselves. On the other hand, presenting words in context provides learners with an opportunity to infer the meaning of unknown words through using contextual clues (Van den Broek et al., 2018). It is believed that the meaning inference of unfamiliar words plays an important role in developing learners’ word knowledge (Hamada, 2009). To sum up, concordancing paves the way for lexical inferencing by presenting the words in multiple contexts which improves vocabulary learning (Nassaji, 2006). Since the focus of literature has mostly been on comparing concordance-based vocabulary teaching and learning with more traditional methods, ignoring the fact that concordance can take various formats (Balance, 2016), the present study addressed this issue by exploring the effect of three different concordance formats (two complete sentences, one complete sentence, and incomplete sentence) on learners’ vocabulary gain and retention. The participants of the study were 66 upper-intermediate English language learners who were selected from three classes based on their performance on Quick Oxford Placement Test. Each group received 63 new words in one of the concordance formats. The target words were presented in the three formats within 7 sessions and the participants of each group were asked to infer the meaning of the new words from one of the contexts. The effect of the three concordance formats on learners’ vocabulary gain and retention was explored by conducting 2 one-way ANOVAs. Moreover, post hoc multiple comparisons were run to locate any significant differences across the three groups. The results revealed that using concordance examples in all three formats was effective in learning new words. However, those who received two-sentence concordance examples outperformed the other groups in the immediate vocabulary test. The first group’ s better performance in the immediate test of vocabulary gain, can be attributed to their access to a larger context and hence more contextual clues that were noticed by them, their more involvement in the task, and more successful meaning construction from the context. Furthermore, no significant difference was found between the three groups with regard to vocabulary retention. However, the descriptive statistics revealed that the group who received incomplete sentences was less successful in vocabulary retention compared to the other groups. Therefore, using concordance examples in incomplete sentence formats is not recommended for presenting new words. Despite its advantages, the use of CONCORDANCER for language learning is not widespread (Romer, 2010). This is the case for the Iranian context where teachers and learners are mostly unaware of concordance availability or are unfamiliar with using this tool. Since language learners don’ t have access to online concordance inside the classroom, language teachers can prepare printed concordance examples in the two-sentence format to teach new words and gradually encourage learners to use online concordance outside the classroom. The findings provide insights into the use of concordance in vocabulary teaching and learning.