The Effect of Authentic Versus Non-Authentic Texts on Upper Intermediate Iranian EFL Learners’ Vocabulary Retention

Shirin Nematollahi,Mojtaba Maghsoudi

doi:10.5539/elt.v8n12p112

Shirin Nematollahi, Mojtaba Maghsoudi

Open Access

https://doi.org/10.5539/elt.v8n12p112

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Abstract

<p>In this current study the researchers have tried to investigate the possible effect of authentic and non-authentic texts on Iranian EFL learners’ vocabulary retention. Despite the great deal of studies conducted in the area of EFL/ESL learning, the effect of authentic versus non-authentic texts have almost gained little attention and been under- researched. To this end and to fill this gap, the sample selection was done by a proficiency PET (Preliminary English Test). So, out of 114 EFL learners, 74 learners both male and female were chosen as the participants to take part in the research. The findings from repeated measurement test revealed that authentic versus non-authentic texts and also the learners’ gender have no impact on EFL learners’ vocabulary retention ability.</p>

Highlights

1.1 Importance of Vocabulary RetentionMany researchers consider vocabulary acquisition to be the single most important aspect of second-language learning (Knight, 1994)
To investigate whether the gender of Iranian upper-intermediate EFL learners has any Impact on their vocabulary retention regarding authentic versus non-authentic text and whether the authenticity of the texts has any effect on their vocabulary retention the data were analyzed based on Repeated Measures of variance(GLMRM) because of the existence of within subject factors in three levels
Learners have been exposed to an equal number of vocabularies and their meanings selected from both authentic and non-authentic texts

Summary

Introduction

1.1 Importance of Vocabulary RetentionMany researchers consider vocabulary acquisition to be the single most important aspect of second-language learning (Knight, 1994). Other studies (Groot, 1994; Hazenberg & Hulstijn, 1996; Hirsh & Nation, 1992; Laufer, 1989, as cited in Groot, 2000) found that, in order for second-language (L2) readers to adequately understand academic texts, they must be familiar with more than 90% of the words used. This great need for vocabulary explains the difficulty that foreign-language learners face when reading texts in the target language

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