Acquiring vocabulary has always been recognized as a significant and challenging part of language learning process. In this study, the researcher examined the extent to which form recall of target lexical items by learners of English as a foreign language (EFL) is affected by a) repetition and b) by the type of target item; single words versus collocations. The treatment consisted of non-commun...

Nation (2006) has calculated that second language (L2) learners require much more vocabulary than previously thought to be functional with language (e.g., 8,000–9,000 word families to read independently). This level is far beyond the highest graded reader, and would be difficult to explicitly teach. One way for learners to be exposed to midfrequency vocabulary is to read authentic materials. Th...

Working memory plays an important role in learning since it serves as the buffer between past sensations and future behavior, making essential to understand not only how we encode recall sensory information but also plan for its upcoming use. This study examined effect of working training on vocabulary retention Iranian EFL learners using dual N-back task technique. requires individual remember...

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 ...

in this type of criticism, the main elements that a critic takes into consideration are rhythm and rhyme, vocabulary, syntax and word order, and forms of imagination. in the standard epic language, i.e. shahname, all these elements help the typical literary epic and recall thought epical contents, but in some epic works after ferdowsi, it is seen that the main epical elements have been separate...

Acquiring vocabulary has always been recognized as a significant and challenging part of language learning process. In this study, the researcher examined the extent to which form recall of target lexical items by learners of English as a foreign language (EFL) is affected by a) repetition and b) by the type of target item; single words versus collocations. The treatment consisted of non-commun...

The present study investigated whether word learning and retention in a second language are contingent upon a task's involvement load, i.e., the amount of need, search, and evaluation the task imposes. Laufer and Hulstijn (2001) contend that tasks with higher degrees of these three components induce higher involvement load, and are, therefore, more effective for word learning. To test this clai...

Teaching materials developed in-house are commonly used in EAP courses; however, research on their linguistic content, which can have important pedagogical implications, is scarce. This study examines the occurrence and repetition of general academic vocabulary, operationalised as Academic Vocabulary List (AVL) (Gardner & Davies, 2014), printed teaching a presessional course at UK university. T...

Retrieval tasks provide learners with an opportunity to focus both on meaning and on form. There are four different retrieval directions. The present study aimed to identify the optimal direction of recall type retrievals during reading and to investigate the outcomes of each one. Forty-eight intermediate EFL learners took part in the study. One of the experimental groups was provided with the ...