The Impact of Pre-reading and Inserted Questions on Incidental Vocabulary Learning and Retention
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| Title | The Impact of Pre-reading and Inserted Questions on Incidental Vocabulary Learning and Retention |
| Authors | |
| Abstract | One basic objective of research in the field of ESL/EFL acquisition is to provide useful techniques for teaching and learning vocabulary in language classrooms. In this study attempt has been made to investigate the role of pre-reading questions and inserted questions on incidental vocabulary learning and retention. To achieve this goal, 60 selected homogeneous intermediate learners, according to their scores on the Oxford Placement Test (OPT) and by using match-pair design, were divided into two homogeneous groups of A and B. Two weeks after the pretest, the treatment started. Each group received a different treatment. After a limited time when the learners finished reading passages an incidental vocabulary learning test which contained 8 questions was administered and this procedure, continued for 5 sessions. Then two weeks after the last session of the treatment a posttest was administered to measure the retention of incidentally learned vocabulary. The statistical analysis of the data showed that group B outperformed group A in terms of the number of words learned incidentally so the first null hypothesis was rejected. Also the results showed that group B performed better than group A in the retention of the number of words learned incidentally; therefore, the second null hypothesis also was rejected. |
| Publisher | ACADEMY PUBLISHER |
| Date | 2011-08-01 |
| Source | Theory and Practice in Language Studies Vol 1, No 8 (2011) |
| Rights | Copyright © ACADEMY PUBLISHER - All Rights Reserved.To request permission, please check out URL: http://www.academypublisher.com/copyrightpermission.html. |