Implicit Vs. Explicit Vocabulary Learning: Which Approach Serves Long-term Recall Better?  

Oleh:

MIRZAII, MOSTAFA

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: 3L: Language, Linguistics, Literature (The Southeast Asian Journal of English Language Studies) vol. 18 no. 2 (Jun. 2012), page 1-12.
Topik: implicit vocabulary learning; expli
Fulltext: MOSTAFA MIRZAII.pdf (259.64KB)

Isi artikel

The present study compared the effectiveness of Implicit Vocabulary Learning (IVL) through Extensive Reading with that of Explicit Vocabulary Learning (EVL) through activities requiring Deep-level Cognitive Processing on the long-term vocabulary recall of 62 Iranian intermediate EFL learners. The research method was quasi-experimental; the participants under investigation were divided into two groups: the IVL and the EVL, comprising 30 and 32 eligible participants, respectively. Prior to the treatment, both groups underwent a proficiency test namely, Preliminary English Test (PET), to ensure homogeneity among the participants. In the course of the study, the IVL participants did regular 20-minute in-class extensive reading. The EVL participants, on the other hand, were taught new vocabulary using activities which demanded deep-level cognitive processing. To compare the achievements of the two groups, a pre-test prior to the treatment and a post-test after the treatment were administered, both in the form of a standardized vocabulary test with three subtests meaning, preposition and collocation. Data analyses indicated significant improvement of both groups on the post-test. Concerning the subtests, nevertheless, while the EVL outperformed the IVL on meaning and preposition, the IVL did marginally better on the subtest of collocation.

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