The Impact of Vocabulary Enhancement Activities on Vocabulary Acquisition and Retention among Male and Female EFL Learners in Iran

Autor/inn/en	Sharafi-Nejad, Maryam; Raftari, Shohreh; Bijami, Maryam; Khavari, Zahra; Ismail, Shaik Abdul Malik Mohamed; Eng, Lin Siew
Titel	The Impact of Vocabulary Enhancement Activities on Vocabulary Acquisition and Retention among Male and Female EFL Learners in Iran
Quelle	In: English Language Teaching, 7 (2014) 4, S.126-135 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Vocabulary Development; Second Language Learning; English (Second Language); High School Students; Reading Assignments; Learning Activities; Instructional Effectiveness; Recall (Psychology); Statistical Analysis; Tests; Scores; Gender Differences; Pretests Posttests; Iran + Suchen Sie Ihr Suchwort? Ausland; Wortschatzarbeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernaktivität; Unterrichtserfolg; Abberufung; Statistische Analyse; Examination; Prüfung; Examen; Geschlechterkonflikt
Abstract	In general, incidental vocabulary acquisition is represented as the "picking up" of new vocabularies when students are engaged in a variety of reading, listening, speaking, or writing activities. Research has shown when learners read extensively incidental vocabulary acquisition happens. Many EFL students cannot be involved in reading activities in Iran. For involving students with more reading activities in EFL classroom teaching and likening the results to the vocabulary exercises, the researcher directed a research for about five weeks in an EFL class. The subjects were 120 male and female students at high school level. Half of them (RP group) read chosen passages after which they did different vocabulary activities and exercises. The other half (RO group) received the reading only (RO) treatment, i.e., they only read several reading texts. The significance of the present study lies in the fact that it was able to compare the effectiveness of reading only and reading plus vocabulary enhancement activities on types of immediate and delayed lexical word recall in a single study. The researcher employed the Vocabulary Knowledge Scale to measure students' knowledge of 60 vocabulary items. The results showed that RP group gained better results than RO group on both acquisition and retention tests. This indicates that "Reading plus" method is more effective in increasing knowledge of vocabulary and long term retention in male and female EFL learners in Iran. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01