The Effect of Explicit, Implicit, and Modified-Implicit Instruction on EFL Learners’ Vocabulary Learning and Retention
سال انتشار: 1400
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 305
فایل این مقاله در 18 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_IJLTR-9-2_009
تاریخ نمایه سازی: 9 مرداد 1400
چکیده مقاله:
The present study examined the effect of different vocabulary instruction methods on EFL learners’ vocabulary learning and retention. Elementary and advanced EFL learners (N = ۱۲۰), selected through convenience sampling, were randomly assigned to three conditions (i.e., six groups for the two levels). The learners in the explicit group received vocabulary awareness-raising and pushed output activities. The implicit group was exposed to input flooding, while the modified-implicit group received the pushed output activity and input flooding. The vocabulary learning of the participants was measured using teacher-developed vocabulary tests. The results indicated that learners receiving explicit as well as modified-implicit activities outperformed those exposed to implicit instruction on vocabulary tests. This implies that awareness-raising as well as pushed output activities help learners notice, learn vocabulary better, and retain them longer. Several implications for teachers, materials developers, and syllabus designers on including pushed output activities with more involvement, and areas for further research are discussed.
کلیدواژه ها:
نویسندگان
Shiva Kaivanpanah
University of Tehran, Iran
Is&#۰۳۹;haaq Akbarian
University of Qom, Iran
Hamid Salimi
University of Tehran, Alborz Campus, Iran