Abstract
Inspired by current issues in lexical depth and previous extensive reading (ER) investigations, this study examined the effectiveness of ER approach in lexical depth of young EFL students in Iran. In the present study, two male classes were formed. One of these two classes was randomly selected as a treatment group and another one as a control group. The treatment group was provided with vocabulary instruction through the ER approach. However, the control group was taught traditionally and without the ER approach. Students in treatment group were provided with ER approach for 17 weeks. At the end of the study, a test of lexical depth was administered to both groups and a t test was used to compare means of test scores between groups. The results indicated that ER is an effective approach to improve students' lexical depth.
Highlights
There is an agreement among researchers that lexical knowledge involves more than being able to remember the meaning of a specific word (Nation, 1994)
word association tasks (WAT) was developed by Read (1993, 1998) to measure the learner's lexical depth, which is based on 2 relationships among words: meaning, collocation
In order to measure the lexical depth, Read's WAT (1998), which had a content at a level similar to what students had at their level of study, was selected
Summary
There is an agreement among researchers that lexical knowledge involves more than being able to remember the meaning of a specific word (Nation, 1994). Vocabulary depth refers to a learner's knowledge of various important aspects of a given word (ibid). Vocabulary instruction is a hot topic and much research has been focused on some specific traditional vocabulary teaching and despite well accepted and practiced vocabulary teaching, no specific study has been devoted to see how the teaching vocabulary through the ER approach will affect the learners' vocabulary depth in an EFL context, and the depth dimension of vocabulary knowledge has been largely overlooked. This paper attempts to fill the gap and supplement the existing studies of vocabulary instruction It will be shown how vocabulary instruction through the ER approach in a male EFL class will increase readers' lexical depth. The aim is to provide information about incorporating the ER approach into vocabulary instruction in an high-intermediate level EFL context
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