Abstract
Nowadays, there has been a lot of emphasis on L2 vocabulary learning in the language teaching curriculum. Dueto the emergence and prevalence of growing methods in the area of second language teaching, lots of researchershave tried to take advantage of these methods in enhancing L2 learning vocabulary. Thus, the present studyinvestigated the effect of textual input enhancement as a focus on form method on Iranian EFL learners’vocabulary intake from reading. Ninety one elementary EFL learners in Tabriz Azad University participated in astudy for eight sessions. A quasi-experimental design with a randomized control and an experimental group wasused. Both groups were given five reading texts and comprehension questions to complete. While theparticipants in experimental group read the textually enhanced input through bolding, the participants in thecontrol group read the same texts without input manipulation. Multiple-choice recognition tests were used tomeasure the intake of vocabulary. The results showed a significant difference between control and experimentalgroup. The study concluded with some pedagogical implications.
Highlights
Vocabulary is one important component of language system and a part of the language competence which is necessary for communication
It has been claimed that incidental vocabulary learning through reading is not always effective (Laufer, 2003), resulting in small gains of vocabulary presented only in reading texts without any explicit attention on them (Min, 2008) as learners usually fail to notice unfamiliar words, especially while they are dealing with the global message of the text without knowing those words
For some researchers (Mitchell, 2000; Williams, 2005, Ellis, 2006) Textual Input Enhancement (TIE) has attracted lots of attention in Second Language (SL) literature in the light of classroom research that supports the need for pedagogical interventions to push learners towards higher levels of proficiency in l2
Summary
Vocabulary is one important component of language system and a part of the language competence which is necessary for communication. In the vocabulary acquisition literature, incidental learning has often been defined as the accidental learning of vocabulary without any intention of learning it To put it in other words, it is a process that occurs naturally, during reading, when the learner’s attention is focused on overall text comprehension. It has been claimed that incidental vocabulary learning through reading is not always effective (Laufer, 2003), resulting in small gains of vocabulary presented only in reading texts without any explicit attention on them (Min, 2008) as learners usually fail to notice unfamiliar words, especially while they are dealing with the global message of the text without knowing those words. Because of contradictory results, more research in this area especially in EFL context seemed necessary
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