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This research is done to prove the effect of life syllabus in assessing proficiency level and collocational categories of Iranian EFL learners. To this end, four hundred and twenty EFL learners from Yazd and Shiraz universities were selected. They were in intermediate and advanced proficiency groups. The participants were assigned into three groups of one hundred and forty learners and took each of the tests separately. The result appeared to manifest that learners’ perception improve by advanced learners who received life syllabus instructions. It also yielded compelling reason to argue that advanced participants based on life syllabus performed more efficiently compared to their intermediate peers and indicated more collocational competence. The study suggested important implications for language learners, EFL instructors and materials developers.

A Descriptive Study of Life Syllabus in Assessing Proficiency Level and Collocational Categories of Iranian EFL Learners