The Effect of Etymology Instruction on Vocabulary Learning of Upper-Intermediate EFL Iranian Learners

Research in cognitive semantics suggests that imagery can have a powerful mnemonic effect and that the dual coding of input strengthens memory traces and facilitates information retrieval. Although research on the effect of etymological elaboration on L2 idiom acquisition has showed that it is a useful mnemonic approach that can help L2 learners retain target idioms (Boers, Demecheleer, Eyckmans, 2000, 2004, 2007), mostprevious studies were conducted in a pencil and paper based situation and few made useof computer technology and internet as a vehicle to deliver such an instructional approach. The present study endeavors to investigate the impact of visual and etymological treatments on learning idioms among English language learners. Sixtyintermediate students at Islamic Azad University in Tonekabon were selected from among a total number of 75 learners based on their performances on the Longman complete course for the TOEFL test to fulfill the purpose of the study. The students werethen assigned into an experimental group and a control group. Initially, a pre-test of idiomatic expressions including 48 idiomatic items was administered to the participants inall groups. During the instructional period, the experimental group was taught a group of abnormally decomposable idioms through different treatments elaboration. At the end of the instructional period, the participants in all groups were given a posttest which was the same as the pretest. The design of this study is quasi-experimental. The findings of this study have implications for EFL teachers, students, and materials developers.

Keywords:

Cognitive semantic , etymological elaboration , idiomatic expression