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The role of explicit and implicit elaboration of input modification in developing vocabulary retention and recall among Iranian EFL high and low achievers

Advances in Asian Social Science

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Title The role of explicit and implicit elaboration of input modification in developing vocabulary retention and recall among Iranian EFL high and low achievers
 
Creator Gorjian, Bahman; Department of TEFL, Science and Research Branch, Islamic Azad University, Khouzestan, Iran
Hayati, Abdolmajid; Department of TEFL, Science and Research Branch, Islamic Azad University, Khouzestan, Iran
Hassanvand, Samira; Department of TEFL, Science and Research Branch, Islamic Azad University, Khouzestan, Iran
 
Subject Explicit, Implicit, Elaboration, Input modification, Vocabulary retention, recall, Reading comprehension
 
Description This study reported on the use of bold and underlined words as reading strategies to develop reading skill of intermediate students. This skill is highly affected by the context in which it occurs, so it is helpful to use interesting materials that make students frustrated during reading comprehension. The role of bold and underlined words and their effects on the vocabulary learning and reading skill, as a facilitator of learning is somehow rarely explored in Iranian universities. The reason for this may have been the weak performance of intermediate students in reading as a foreign language (EFL). Thus, these studies investigated the role of bold and underline vocabularies on EFL male and female learners' reading skill. To achieve this purpose, a language proficiency test was administered to one hundred students, and then 90 intermediate language learners were selected. This test was considered as the pre-test of this study. The subjects were instructed to use bold and underline strategies during reading courses at the university. At the end of the treatment period, a parallel post-test was administered to the groups. T-test analysis of the data determined the positive effect of bold and underline strategies on developing vocabulary retention and recall among intermediate EFL learners (p<0.05). Results showed that male and female low achievers outperformed the male and female high achievers.
 
Publisher World Science Publisher
 
Contributor Department of TEFL
Science and Research Branch
Islamic Azad University
Khouzestan
Iran
 
Date 2012-06-02
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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Format application/pdf
 
Identifier http://worldsciencepublisher.org/journals/index.php/AASS/article/view/327
 
Source Advances in Asian Social Science; Vol 1, No 4 (2012); 351-355
2167-6429
 
Language eng
 
Relation http://worldsciencepublisher.org/journals/index.php/AASS/article/view/327/322
 
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