VOCABULARY ACQUISITION IN ENGLISH: EXPLICIT VS. TASK-BASED INSTRUCTION

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

ZAND MOGHADAM AMIR; SALIMI ESMAEEL ALI

Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: Journal of Language and Translation Studies Year:2013 | Volume:45 | Issue:4 Page(s): 27-46

Download Full-Text

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Persian Verion

View:

1,665

Download:

Cites:

Information Journal Paper

Title

VOCABULARY ACQUISITION IN ENGLISH: EXPLICIT VS. TASK-BASED INSTRUCTION

Author(s)

ZAND MOGHADAM AMIR | SALIMI ESMAEEL ALI | Issue Writer Certificate

Keywords

LEXICAL KNOWLEDGEQ2

EXPLICIT INSTRUCTIONQ2

VERBAL TECHNIQUEQ2

VISUAL TECHNIQUEQ2

TASKQ3

BASED INSTRUCTIONQ2

Abstract

Being aware of the positive effect of teaching vocabulary to enrich LEXICAL KNOWLEDGE, the present study aims at investigating the impact of explicit teaching (and its two modes: verbal and visual) and TASK-based instruction on the vocabulary achievement of Iranian EFL learners. On the basis of Cambridge Placement Test, the participants of the study were randomly selected from among 94 intermediate EFL learners, from which 75 were randomly assigned into three verbal, visual and TASKed-based groups. All groups were required to use the same textbook and ancillary materials. The groups were taught a set of vocabulary selected from Harrington Elster’s Verbal Advantage (2000) employing VERBAL TECHNIQUEs of synonymy and exemplification to the verbal group; visual aids of pictures, flashcards, and PowerPoint presentation to the visual group; and some teacher-made TASKs to the TASK-based group. A post-test was administered at the end of the course to measure the difference between the achievements of the three groups with respect to the type of vocabulary teaching techniques employed for each group. Results of One-way ANOVA and Scheffe test revealed effective superiority of TASK group performance over the other groups and visual group over verbal group. It might be concluded that to enhance EFL learners’ LEXICAL KNOWLEDGE, TASK-based instruction is more effective than visual or verbal EXPLICIT INSTRUCTION. The findings of this study may have significant implications for curriculum designers and EFL teachers.

Cites

No record.

References

Cite

APA: Copy

ZAND MOGHADAM, AMIR, & SALIMI, ESMAEEL ALI. (2013). VOCABULARY ACQUISITION IN ENGLISH: EXPLICIT VS. TASK-BASED INSTRUCTION. JOURNAL OF LANGUAGE AND TRANSLATION STUDIES, 45(4), 27-46. SID. https://sid.ir/paper/187564/en

Vancouver: Copy

ZAND MOGHADAM AMIR, SALIMI ESMAEEL ALI. VOCABULARY ACQUISITION IN ENGLISH: EXPLICIT VS. TASK-BASED INSTRUCTION. JOURNAL OF LANGUAGE AND TRANSLATION STUDIES[Internet]. 2013;45(4):27-46. Available from: https://sid.ir/paper/187564/en

IEEE: Copy

AMIR ZAND MOGHADAM, and ESMAEEL ALI SALIMI, “VOCABULARY ACQUISITION IN ENGLISH: EXPLICIT VS. TASK-BASED INSTRUCTION,” JOURNAL OF LANGUAGE AND TRANSLATION STUDIES, vol. 45, no. 4, pp. 27–46, 2013, [Online]. Available: https://sid.ir/paper/187564/en

Related Journal Papers