Abstract
<p class="apa">Studying explicit vocabulary instruction effects on improving L2 learners’ writing skill and their short and long-term retention is the purpose of the present study. To achieve the mentioned goal, a fill-in-the blank test including 36 single words and 60 lexical phrases were administrated to 30 female upper-intermediate EFL learners. The EFL participants were asked to write a composition titled 'A Cruel Sport' after a reading activity on 'Bull Fighting'. Comparing this writing to the one written after target vocabulary instruction, it caused a significant increase in the number of vocabularies used productively in learners’ writing. The statistical analysis revealed that in delayed writing, the participant retained the newly-learned vocabularies even sometimes after the instruction. Based on the obtained results, this research offers below suggestions for L2 instructors: 1) productive use of words is not guaranteed by word comprehension per se, 2) learners are not only able to increase the active vocabulary under their control but also use the words they just learned, 3) in a writing task which was immediately fulfilled through explicit vocabulary instruction, vocabulary recognition is converted into a productive one, improving retention and leading to productive use of newly learned vocabulary at the same time. This productiveness, however, is loss prone and more practice is needed in producing newly learned vocabulary.</p>
Highlights
Writing is undoubtedly a complicated skill to master for L2 learners (Richard, 2002)
Based on the obtained results, this research offers below suggestions for L2 instructors: 1) productive use of words is not guaranteed by word comprehension per se, 2) learners are able to increase the active vocabulary under their control and use the words they just learned, 3) in a writing task which was immediately fulfilled through explicit vocabulary instruction, vocabulary recognition is converted into a productive one, improving retention and leading to productive use of newly learned vocabulary at the same time
This study aims at (1) determining the extent of changes in receptive and productive vocabulary knowledge of L2 learners after post-reading-writing task, (2) investigating the explicit vocabulary instruction effects on writing, and (3) to assess the value of explicit vocabulary instruction for the enhancement of EFL learners’ writing
Summary
Writing is undoubtedly a complicated skill to master for L2 learners (Richard, 2002). The difficulty stems from the fact that generating and organizing ideas and translating them into readable text are time-consuming and long-sought skills even for native speakers. According to Richards (2002), the complex skills which are used in writing require L2 learners to focus on planning and organizing skills in a higher level and on spelling, punctuation, word choice skills in a lower level. This difficulty is especially aggravated when, language proficiency is weak. It is central to language and crucially important for L2 students
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