Investigating the Effect of Visually/Textually Input-based Treatment on Evaluation and Potency Dimensions of Deep Vocabulary Knowledge by Iranian Intermediate EFL Learners

Authors

  • Ramin Vaezi Islamic Azad University, Science and Research Branch, Tehran, Iran

Abstract

This 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.

DOI: 10.5901/mjss.2013.v4n2p89

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Published

2013-05-01

How to Cite

Vaezi, R. (2013). Investigating the Effect of Visually/Textually Input-based Treatment on Evaluation and Potency Dimensions of Deep Vocabulary Knowledge by Iranian Intermediate EFL Learners. Mediterranean Journal of Social Sciences, 4(2), 89. Retrieved from https://www.richtmann.org/journal/index.php/mjss/article/view/196

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Articles