The Effect of Post-teaching Techniques on the English Vocabulary Recall and Retention of Iranian Students with Learning Disability
Publish place: Journal of Teaching Language Skills، Vol: 40، Issue: 1
Publish Year: 1400
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_JTLS-40-1_004
تاریخ نمایه سازی: 6 اردیبهشت 1400
Abstract:
One of the most important needs in learning a second or foreign language is vocabulary acquisition. Certainly, failure to keep vocabulary in mind is a problem for both typically-developing learners as well as those with a learning disability (LD). This language demand requires teachers to use techniques in order to reinforce vocabulary recall. The current study is an attempt to investigate the effect of two post-teaching vocabulary learning techniques of diglot-weave and cooperative learning on vocabulary knowledge of LD students and to compare them with the common instruction of picture-word definition. To this end, ۹۰ Iranian female LD students from ۱۰ intact classes in two Junior Exceptional Schools in Shiraz were randomly assigned to one of the three groups. After the intensive teaching sessions, the test was administered to examine their vocabulary recall performance in each group and after a two-week interval, the same test was used to examine their vocabulary retention. The results by conducting the one-way ANOVA indicated that both experimental groups of diglot-weave and cooperative learning techniques outperformed the control group of picture-definition in the vocabulary recall and retention tests. However, there was no significant difference between the performance of diglot-weave and cooperative learning groups. Therefore, the findings of the present study could provide useful implications for foreign language teaching programs particularly in Special Education and students with LD.
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Authors
Akbar Bagherian Poor
Vali-e-Asr University of Rafsanjan
Elahe Serati
Vali-e-Asr University of Rafsanjan
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