This study was conducted to compare the impact of two vocabulary learning techniques, namely context learning and translation learning, on vocabulary recall of sixty pre-university Iranian learners of English as a foreign language. They were divided into two groups of high and low proficient. In regard to two vocabulary learning conditions, each group was divided into two subgroups of fifteen. ...

The study investigates the gains m three types of English as a Foreign Language vocabulary knowledge, passive, 'controlled active' and free active, in one year of school instruction It also examines how these aspects of lexical knowledge are related to one another,and what changes occur in these relauonships after one year Gains in vocabulary were measured by comparing two groups of learners wi...

The Simple Knowledge Organization System (SKOS) is a standard model for controlled vocabularies on the Web. However, SKOS vocabularies often differ in terms of quality, which reduces their applicability across system boundaries. Here we investigate how we can support taxonomists in improving SKOS vocabularies by pointing out quality issues that go beyond the integrity constraints defined in the...

This study investigated the receptive and productive vocabulary command of learners based on their willingness to communicate (WTC) and critical thinking skill. The study also aimed to compare gifted and non-gifted learners in terms of the above-mentioned variables. To this end, 112 gifted and non-gifted Iranian EFL learners were picked out and given four instruments (W...

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 was conducted to compare the impact of two vocabulary learning techniques, namely context learning and translation learning, on vocabulary recall of sixty pre-university iranian learners of english as a foreign language. they were divided into two groups of high and low proficient. in regard to two vocabulary learning conditions, each group was divided into two subgroups of fifteen. ...