چکیده:
The present study was an attempt to compare the effect of three VLSs, namely word- part strategy, word-card strategy and context-clue strategy on immediate and delayed English vocabulary retention of Iranian third grade high school students. To this end,90 students, studying at three high schools in Tabriz, in three intact groups, were considered as the participants of the study. In order to ensure their homogeneity, theresearchers administrated a Preliminary English Test (PET). Based on the results, 20 students in each class were selected as the participants of the study. These three intact classes were then randomly assigned to three experimental groups, each receivingone type of vocabulary learning strategy. Then, 60 words were given to the students as a pretest in order to sort out 40 unknown words to teach. At the end of the lastsession of the treatment, an immediate posttest and after four weeks a delayed posttest were given to each group, and then, their mean scores were compared through ANOVA. The analysis of the results revealed a significant difference in theefficacy of context-clue strategy in contrast to both word-part strategy and word-card strategy in the delayed posttest. The findings of the present study can have importantimplications for EFL teachers and learners.
خلاصه ماشینی:
"16 Abstract The present study was an attempt to compare the effect of three VLSs, namely word- part strategy, word-card strategy and context-clue strategy on immediate and delayed English vocabulary retention of Iranian third grade high school students.
Nation (2008) mentions four vocabulary learning strategies, namely, word parts, word cards, context clues, and dictionaries, among which three are the focus of this study.
With effective instruction, students develop a greater use of word learning tools and strategies (Baumann, Ware, & Edwards, 2007).
In particular, this study investigates the effect of word-part strategy, word-card strategy, and context-clue strategy on Iranian EFL learners’ vocabulary learning and retention.
Accordingly, the present study aimed at answering the following research questions: 1- Are there any significant differences among the word-part group, word- card group, and context-clue group in learning vocabulary?
Immediate and delayed Posttests A test of vocabulary achievement (from Longman Dictionary Website) was used as an immediate posttest to investigate whether teaching words through these three strategies (word-part, word-card and context-clue strategies) had any significant effect on the overall vocabulary achievement of the students.
05) After four weeks, the same test, used in the immediate posttest, was given to the students in all three groups as the delayed posttest to see whether there was any significant difference between groups in the retention of the learned vocabulary overtime (Table 7).
Although all three groups experienced a decline in the retention test scores after four weeks, the students from the context-clue group had significantly higher rates of vocabulary acquisition on the delayed posttest."