The effect of Frequency of Intensive vs. Extensive Reading of the Knowledge of Lexical Appropriate

This thesis attempted to investigate the effect of frequency of intensive vs. extensive reading of the knowledge of lexical appropriate. In order to address this issue, a quantitative study was conducted on 90 students in English language institute. After Nelson language proficiency test 60 participants were selected. Finally, they were divided into three groups; first group was named "control group", second group was "experimental group A", and the last one was "experimental group B". Then all groups received pretest of Vocabulary proficiency through both extensive and intensive reading, the third test was a post-test of Vocabulary proficiency of extensive and intensive reading, which were developed by the researcher. The data in this study were consisted of three sets of score which were obtained from administering three types of test, a language proficiency test pilot group, and English vocabulary proficiency pretest and posttest. The mean and standard deviation of the participants‟ scores estimated in order to make a homogenized sample of the participants whose score were one standard deviation above and below the mean. The items of the test analyzed through item analysis and the reliability of the test estimated through ANOVA. As a result and according to the tests, there are differences between the scores of before treatment and after treatment of the students. So, it can say that there is significant difference between intensive and extensive reading and their effectiveness on the knowledge of lexical appropriate of Iranian intermediate EFL learners. It may add that both intensive and extensive reading can effectively improve the knowledge of lexical appropriate of Iranian intermediate EFL learners.

Keywords:

Intensive Reading , Extensive Reading , Knowledge , Lexical Appropriate , Vocabulary