文章基本信息

标题：Second Language Vocabulary Learning Through Visual and Textual Representation
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作者：Farzad Mashhadi ; Farzad Mashhadi ; Golnaz Jamalifar 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2015
卷号：192
页码：298-307
DOI：10.1016/j.sbspro.2015.06.043
语种：English
出版社：Elsevier
摘要：AbstractVocabulary functions as an existential foundation for language. Furthermore, vocabulary learning is one of the most problematic fields in second language learning. It has attracted cynosure of a wealth of studies in recent years. However, the fact that majority of Iranian second language (L2) learners have learnt English through traditional methods has compounded the problem. To arrive at a better understanding of this problem, this study compared the effect of visual cues versus textual input-enhancement on vocabulary learning of Iranian intermediate EFL learners. A predominantly quantitative approach, along with a quasi-experimental design, was used. 90 EFL learners were selected and, following a pre-test, were randomly assigned to two experimental groups (visual cues and textual input-enhancement) and a control group. After the treatment, a post-test was administered for all groups. Thorough analysis of the data obtained using pairedt-test and one-way ANOVA, it was indicated that visual cues have a significant impact on vocabulary learning of Iranian intermediate EFL learners.
关键词：Textual Input-Enhancement;Visual Cues;Quantitative Approach;Experimental Research