The purpose of the present study was to compare the effects of input flooding and input elaboration on the learning of non-congruent collocations by Iranian English as a foreign language (EFL) learners. The participants of the study included 60 EFL learners at the intermediate level of language proficiency who were divided into two equal groups. They received the instruction of non-congruent collocations based on input elaboration and input flooding methods and their knowledge of non-congruent collocations was measured before and after the instruction. The results of paired samples t-tests run on the pretest and posttest scores of each group showed that input flooding and input elaboration had both significantly affected the learning of non-congruent collocations by the participants. However, the results of ANCOVA run on the pretest and posttest scores of non-congruent collocations test indicated that there was no significant difference between the two groups receiving input elaboration and input flooding in terms of their knowledge of non-congruent collocations after the treatment. This led to the conclusion that input flooding and input elaborations are two effective methods for teaching non-congruent collocations to Iranian EFL learners.

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实验性文本修改与输入泛滥：非一致搭配的案例研究

本研究的目的是比较输入泛洪和输入细化对伊朗英语作为外语（EFL）学习者学习非全称搭配的影响。这项研究的参与者包括60位中级英语水平的EFL学习者，他们分为两组。他们接受了基于输入细化和输入泛洪方法的非一致搭配的指导，并在指导前后测量了他们对非一致搭配的认识。每组前测和后测得分的配对样本t检验结果表明，输入泛滥和输入细化都显着影响了参与者对非一致搭配的学习。然而，ANCOVA的非一致性搭配测试的前测和后测得分显示，接受处理和非输入协同处理的两组在处理后对非一致性搭配的了解方面没有显着差异。得出的结论是，输入泛洪和输入精化是向伊朗EFL学习者教授非一致搭配的两种有效方法。