PE 57

كارشناسي ارشد

آموزش زبان انگليسي

پيام نور رشت

24/04/94

شهين شيخ

هدي ديوسر

Vocabulary learning , Context , Limited context , Extended context

شيخ،شهين , ديوسر،هدي

The research studied the effect of limited and extended context on vocabulary learning of Iranian EFL learners at upper intermediate level. After administering the QPT test from the volunteers to make sure that all of the participants were homogenous, sixty participants were chosen. They were randomly assigned into limited context group (n=30) and extended context group (n=30). At the beginning of the first session, both groups took a vocabulary pretest. Then the limited context group encountered with each of the target words in a sentence. The extended context group encountered with each of the target words in a paragraph. Both groups read the target words in their own texts and worked on different aspects of them (like, pronunciation, form and etc.). The number of encounters with each word and the frequency of repetition of each word were three times, since the experiment was done in three sessions for each group. A post-test (vocabulary test) was administered to the students of both groups at the end of the last session. After two weeks, a delayed posttest was also administered to check the two groupsʹ vocabulary retention. Pretest and posttests of vocabulary knowledge were administered and t-tests were used to compare means of test scores within groups and between the two groups. Results indicated that limited context caused to better learning of new vocabularies than the extended context of EFL learners in upper intermediate participants.

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