The Effect of Explicit, Implicit, and Modified-Implicit Instruction on EFL Learners' Vocabulary Learning and Retention

Autor/inn/en	Kaivanpanah, Shiva; Akbarian, Is'haaq; Salimi, Hamid
Titel	The Effect of Explicit, Implicit, and Modified-Implicit Instruction on EFL Learners' Vocabulary Learning and Retention
Quelle	In: Iranian Journal of Language Teaching Research, 9 (2021) 2, S.129-146 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Instructional Effectiveness; Direct Instruction; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Vocabulary Development; Retention (Psychology); Males; Children; Adolescents; Young Adults; Language Proficiency; Linguistic Input; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Merkfähigkeit; Male; Männliches Geschlecht; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Language skill; Language skills; Sprachkompetenz; Sprachbildung; Ausland
Abstract	The present study examined the effect of different vocabulary instruction methods on EFL learners' vocabulary learning and retention. Elementary and advanced EFL learners (N = 120), selected through convenience sampling, were randomly assigned to three conditions (i.e., six groups for the two levels). The learners in the explicit group received vocabulary awareness-raising and pushed output activities. The implicit group was exposed to input flooding, while the modified-implicit group received the pushed output activity and input flooding. The vocabulary learning of the participants was measured using teacher-developed vocabulary tests. The results indicated that learners receiving explicit as well as modified-implicit activities outperformed those exposed to implicit instruction on vocabulary tests. This implies that awareness-raising as well as pushed output activities help learners notice, learn vocabulary better, and retain them longer. Several implications for teachers, materials developers, and syllabus designers on including pushed output activities with more involvement, and areas for further research are discussed. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01