The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learners to elaborated texts. This study was also concernedwith investigating learners’ attitudes toward using elaborated passages in their reading classes. To this end, 38 students were selected as the participants of this research anddivided into two groups. Students attending the experimental group (N=20) readPersian elaborated texts in which the Persian meanings of the specified target words were provided in apposition to them. On the other hand, students of the control group(N=18) were required to read the non-elaborated version of the aforementioned texts. Generally, the results of the post-test pointed to the effectiveness of this approach inincidental vocabulary learning, and the participants of the experimental group werefound to gain a significant vocabulary improvement in comparison to the control group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated texts and regarded them as effective in their vocabulary learning experience The findings of this study have implications for material developers who need to reconsider the role of modified materials

Keywords:

elaboration , reading , vocabulary learning , input modification , EFL learners