The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners

Autor/in	Masoudi, Golfam
Titel	The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners
Quelle	In: English Language Teaching, 10 (2017) 8, S.32-42 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Vocabulary Development; Linguistic Input; English (Second Language); Second Language Instruction; Second Language Learning; Foreign Countries; Diagnostic Tests; Language Tests; Pretests Posttests; Learning Strategies; Control Groups; Experimental Groups; Comparative Analysis; Achievement Gains; Teaching Methods; Females; Secondary School Students; Statistical Analysis; Iran + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Sprachbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Diagnostic test; Diagnostischer Test; Language test; Sprachtest; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Weibliches Geschlecht; Sekundarschüler; Statistische Analyse
Abstract	The present study was designed to investigate empirically the effect of Vocabulary Self-Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to self-select each word from the text they wanted to, but the learners who practiced Input Enhancement strategy one session later than the other group, were just allowed to choose the words among the textually enhanced ones which were just limited to the finalized words of the Vocabulary Self-Selection group. After about three months of treatment, seen and unseen posttests were administered. The results revealed positive effects of both strategies on the vocabulary knowledge of the Iranian EFL learners. Thus it could be safely concluded that Vocabulary Self-Selection and Input Enhancement strategy were quite effective in the development of vocabulary knowledge. The performance of the two groups of Iranian EFL learners on the achievement posttest, as statistically shown, indicates that the Vocabulary Self-Selection group could outperform the Input Enhancement group on the vocabulary knowledge. The results revealed positive effects of both strategies on the vocabulary knowledge of the Iranian EFL learners. It was finally concluded that Vocabulary Self-Selection group outperformed those in Input Enhancement group. Thus it could be concluded that Iranian EFL learners who practiced Vocabulary Self-Selection strategy outperformed those who practiced Input Enhancement. Vocabulary Self-Selection strategy fostered vocabulary learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01