Abdullah Kohansal - Department of linguistics and foreign languages, Payame Noor University, Tabriz Branch, Iran

Vocabulary teaching/learning strategies has recently received a remarkable attention by L2 researchers. In this respect, the present study set out to scrutinize the effect of a vocabulary teaching/learning strategy _negotiation of unknown word meaning_ on vocabulary acquisition and retention. Following a quasi-experimental research design, 44 participants from two pre-university centers in Tabriz, Iran were selected and randomly assigned into two conditions; an experimental, word meaning negotiation (WMN) group and a control group. Three text passages including seventy new words were employed as materials and each group received pertinent treatment during the study. Receiving instruction on interaction sequences, WMN group learned new vocabulary items through negotiation and interaction. A regular traditional method (Grammar Translation Method) was used to teach target words to control group. A week after treatment, an immediate posttest was given for both groups and after one month WMN group sat for a delayed posttest. Using Independent Samples T-Test and Paired Samples Test, the results indicated that the strategy was significantly effective in vocabulary learning and retention. The subjects in WMN group outperformed those in control group on immediate posttest and the difference was significant. Comparing the performance of WMN group in either posttest, the results revealed a non-significant difference, meaning that the strategy was useful in vocabulary retention as well. The findings could be employed by L2 learners, EFL teachers, and curriculum designers and the results also revealed a need for negotiation be included in language classrooms especially for vocabulary teaching and learning.

negotiation of word meaning, vocabulary retrieval, vocabulary retention