The Effect of Contextual Guessing Strategy on Vocabulary Retrieval and Retention among Iranian EFL Learners

Vocabulary teaching/learning strategies has recently attracted outstanding attention by L2 researchers. In this regard, the present study was to examine the effect of contextual guessing strategy (CGS) on vocabulary acquisition and retention. Drawing upon quasi-experimental research design, 44 participants from two pre-university centers in Tabriz, Iran were selected and randomly assigned into two conditions; an experimental, contextual guessing (CG) 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 guessing from context, CG group was taught new vocabulary items accordingly. A regular traditional method (GTM) 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 CG 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 control group outstripped those in control group on immediate posttest and the difference was significant. Comparing the performance of control group in both posttests, the results revealed a non-significant difference, meaning that the strategy was useful in vocabulary retention as well.

Keywords:

contextual guessing , vocabulary retrieval , vocabulary retention