The Effect of Text-Based Direct Vocabulary Instruction on Vocabulary Acquisition

Zargham Ghapanchi, Zahra Eskandari, Ehteram Tabasi

Abstract


The study examines the effect of direct instruction on vocabulary gain through reading texts. Thirty eight intermediate adult learners of English took part in this study. The participants were exposed to two kinds of experimental conditions: reading comprehension (RO) and reading comprehension accompanied by direct instruction of vocabulary (RAD). The Vocabulary Knowledge Scale (VKS) developed by Paribakht and Wesche (1997) was used to measure the participants’ quantitative and qualitative knowledge of target words before and after each treatment. The results of the study revealed that both treatments brought about considerable gains in learners’ vocabulary knowledge but that the RAD treatment resulted in greater gains.

Full Text: PDF DOI: 10.5430/wjel.v2n1p74

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This work is licensed under a Creative Commons Attribution 3.0 License.

World Journal of English Language
ISSN 1925-0703(Print)   ISSN 1925-0711(Online)

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