The Role of Syntagmatic Relations on EFL Vocabulary Learning among Iranian High School Students

This study examines the role of syntagmatic relations on English vocabulary learning amongIranian high school students. ٥٦ Iranian government high school students from Yazd, Iran, allfemales, aged ١٥, were divided into control and experimental groups. The students weresupposed to answer a paper test based on vocabulary knowledge as their pre-test. The post-testwas held in May, ٢٫٥ months later, on the students’ knowledge of vocabulary after being taughtthrough syntagmatic relations. The scores analysis revealed that there was a significantdifference between pre-test and post-test in experimental group. The results specified thevocabulary learning with syntagmatic relations more successful. There will be room to makestudies on the probable role of syntagmatic relations on other aspects of language learning.

Keywords:

EFL vocabulary learning , syntagmatic relations , Iranian High school students