this empirical study reports on a cross-linguistic analysis of the overarching issue of l1 lexicalization regarding two (non)-interventionist approaches to vocabulary teaching. participants were seventy four juniors at the islamic azad university, roudehen branch in tehran. the investigation pursued (i) the impact of the provided (non)-interventionist treatments on both sets of (non)-lexicalize...

Designing appropriate materials and activities to enhance vocabulary learning is one of the primary goals of language courses. Among the claims about efficient pedagogical tasks is the Involvement Load Hypothesis (Laufer & Hulstijn, 2001) according to which vocabulary development is contingent on the amount of cognitive process a task involves. Building on the previous research on this hypothes...

this study used keyword method during encoding information in transferring information from short term memory to make the retrieval easier. for this purpose, 50 adult female elementary students were chosen to participate in this study. this study required two groups of learners (control and experimental groups). the experimental group enjoyed some special flashcards which each of them involved ...

This study explores the effect of categorically different pre-reading activities in learners’ L1 on reading comprehension and learning focus-on-vocabulary. The participants were sixty Turkish EFL learners attending a state high school, data was gathered from their achievement test scores. analyzed through one-way multivariate analysis variance (MANOVA), t-test statistical procedures implemented...

Title of dissertation: THE EFFECTS OF PARENT-LED READ-ALOUDS OF NONFICTION BOOKS ON FIRST-GRADERS’ VOCABULARY ACQUISITION AND MOTIVATION TO READ Rebecca April Gibson, Doctor of Philosophy, 2007 Dissertation directed by: Dr. Mariam Jean Dreher Department of Curriculum and Instruction This study investigated the effects of parent-led interactive read-alouds of nonfiction books on first-graders. E...

this study investigates the effect of different types of subtitle on incidental vocabulary learning among iranian efl learners. to this end, 60 high school students in behbahan were selected after taking a proficiency test. the test was administered to ensure participants' homogeneity. participants were randomly assigned to three experimental groups, namely, bimodal group (a), standard gro...

No doubt that the scope of vocabulary in teaching/learning English is a primary goal. Dynamic Assessment (DA) serving as both instructional and evaluative device has opened new horizons for vocabulary teaching and assessment. This study, having taken the concept of Zone of Proximal Development (ZPD), will meticulously dig into mediated-oriented teaching and assessment. Accordingly, this study w...

The present study aimed to examine the effect of three vocabulary techniques (dictionary use, etymological analysis, and glossing) on the Iranian ESP learners' vocabulary production. Forty-five university students majoring in architecture at Azad University, Anzali branch,  participated in this study. They were divided into three groups, and each group was randomly assigned to one kind of treat...

To investigate the effects of different glossing conventions on vocabulary recognition and recall, 158 participants were given a pre-test to make sure that they did not have any prior knowledge of the target words. Reading passages with four different glossing conventions (interlinear, marginal, pre-text, and post-text) were given to eight groups. Four groups received interlingual glosses and f...

Although the importance of vocabulary training in English speaking countries is well recognized and has been extensively studied, the same is not true for Spanish-few evidence based vocabulary studies for Spanish-speaking children have been reported. Here, two rich oral vocabulary training programs (definition and context), based on literature about vocabulary instruction for English-speaking c...