The Effects of Isolated, Integrated and Synonym Generation Techniques on L2 Vocabulary Learning
Abbas Ali Zarei and Saeedeh Esmaeili
Research Paper I Published August,2015
Research Journal of Educational Studies and Review Vol. 1 (4), pp. 89-97
ABSTRACT
The purpose of
this study was to investigate the effects of isolated,
integrated and synonym generation techniques of L2
vocabulary instruction on Iranian EFL learners' short and
long term vocabulary comprehension and production. For this
purpose, 90 Intermediate level students were selected and
randomly assigned to three experimental groups. Each group
received instruction through a different technique of
vocabulary instruction; namely, isolated, integrated, and
synonym generation instruction. At the end of the
experimental period, immediate and delayed post-tests were
administered. The obtained data were analyzed using one-way
ANOVA procedures. Results showed that among the three
techniques for teaching vocabulary, integrated vocabulary
instruction had the most desirable effect on the learners’
short and long term vocabulary comprehension and production.
Key words: Isolated vocabulary instruction,
integrated vocabulary instruction, synonym generation,
vocabulary comprehension, vocabulary production.
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