The Effect of De-contextualized, Semi-contextualized and Mnemonic Devices on Iranian EFL Learner’s Vocabulary Learning

The present study was conducted to investigate the effect of three methods of vocabulary instruction (de-contextualized, semi-contextualized and mnemonic devices on Iranian EFL learner’s vocabulary learning. The participants were 100 male and female Iranian EFL learners at English language institute in Tehran and Takestan. The instruments included a 55-item Preliminary English Test (PET), and the Persian translation of an 18-item goal-orientation. The participants were divided into five groups, each group receiving one of the treatment conditions (word list, dictionary use, semantic mapping, and method of loci, story mnemonics). They were also given the pre test vocabulary, once before the treatment and once after it. The collected data were analyzed using ANOVA and Independent t-test procedure. The results of the study showed significant differences among the effects group of methods on vocabulary learning. Method of loci turned out to be more effective than other groups. However, the difference between peer and teacher-assessment in goal-orientation was not statistically significant. The findings of this study may have theoretical and pedagogical implications for learners, teachers and syllabus designers. The findings of this study may have theoretical and pedagogical implications for learners, teachers and syllabus designers.

Keywords:

Vocabulary Learning Strategies , Decontexulized Vocabulary Learning , semi contexualized , Mnemonic Vocabulary Learning method