Examining the effect of explicit instruction on vocabulary learning and on receptive-productive gap: An experimental study

Abstract

This research study emphasized the importance of explicit instruction and repeated exposure to the target vocabulary for effective reception and production of new words among the second language learners of English. The purpose of the study was to examine the efficacy of the researcher- created supplementary for the prescribed set of vocabulary in the English language textbook. The study aimed to find out the amount of influence the explicit instruction and repeated exposure to the target vocabulary had on the nature of the receptive- productive gap. A total of sixty-two sixth grade students from a Government school in Tamil Nadu, India, participated in the experimental study which was conducted over a period of three months. The results of the study showed that the explicit instruction and repeated exposure to the target vocabulary had a significant amount of influence on vocabulary knowledge when compared to the conventional way of vocabulary instruction. In the conventional mode of vocabulary instruction, reception of vocabulary was found to have an average of 8% influence on the production knowledge, whereas in the case of the experimental group, it amounted up to 72%. This analysis showed that through explicit instruction and repeated exposure to the target vocabulary the receptive- productive gap is significantly reduced.