Investigating the Effect of Visually/Textually Input-based Treatment on Evaluation and Potency Dimensions of Deep Vocabulary Knowledge by Iranian Intermediate EFL Learners
AbstractThis study evaluates the potentially relative effectiveness of visual/textual input-based treatment on the acquisition of evaluation and potency dimensions of deep vocabulary knowledge by Iranian intermediate EFL learners. After administrating a CELT test and a general vocabulary knowledge test (for the intermediate) sixty participants out of one hundred from the intact intermediate classes. These sixty participants were randomly assigned to two groups: control and experimental each comprising of thirty participants. During the intervention, adjectives which describe the characteristics of people were highlighted (bolded or capitalized). In fact they were taught through visual/textual enhancement to the experimental group, whereas the students in the control group received no specific instruction. Later, the two groups took a posttest of awareness of evaluation and potency dimensions of deep vocabulary knowledge. The results indicated that visually/textually enhanced input teaching has a statistically significant influence on the awareness of evaluation and potency dimensions of deep vocabulary knowledge.
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