The Effect of Lexical Inference Strategy Instruction on Iranian EFL Learners' Vocabulary Depth and Breadth

Autor/inn/en	Hassanzadeh, Zahra; Tamjid, Nasrin Hadidi; Ahangari, Saeideh
Titel	The Effect of Lexical Inference Strategy Instruction on Iranian EFL Learners' Vocabulary Depth and Breadth
Quelle	In: Cogent Education, 6 (2019) 1, Artikel 1614750 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tamjid, Nasrin Hadidi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2019.1614750
Schlagwörter	Learning Strategies; Inferences; Comparative Analysis; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Vocabulary Development; Foreign Countries; Student Attitudes; Instructional Effectiveness; Females; Pretests Posttests; Iran + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Inference; Inferenz; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Wortschatzarbeit; Ausland; Schülerverhalten; Unterrichtserfolg; Weibliches Geschlecht
Abstract	The current study was an attempt to investigate the possible effects of lexical inference strategy training on Iranian upper-intermediate EFL learners' vocabulary depth and breadth. This quasi-experimental study was conducted among 45 upper-intermediate EFL learners at Simin Language Institute, in Rasht-Iran, who were selected through convenience sampling. All learners were female, aged 18 to 40, from three intact classes who were randomly assigned to one experimental group and one control group. In the experimental group, the participants were taught how to infer the meaning of new words from the context, employing lexical inference strategies. The control group received the traditional method of teaching vocabulary. The results of the t-test analysis indicated that the participants in the experimental group who received instruction on lexical inference strategies outperformed their counterparts in the control group with regard to their vocabulary depth and breadth. The findings may have implications for EFL teachers, language learners, and syllabus designers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01