The Effect of Chunking as a Teaching Strategy on improving Technical Vocabulary Learning

Publish Year: 1398
نوع سند: مقاله کنفرانسی
زبان: English
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شناسه ملی سند علمی:

DSCONF06_213

تاریخ نمایه سازی: 23 شهریور 1398

Abstract:

Studies in the EFL context are still related to seeking the effectiveness of various strategies in improving vocabulary learning due to the recurrent problems learners face in remembering words taught in class. The purpose of this study was to examine the effect of ‘Chunking’ as a teaching strategy on improving the technical vocabulary learning. The rationale behind this is that breaking down words into manageable chunks could make it easier for learners to comprehend and remember them. Related literature review showed that though EFL students preferred to learn vocabulary in chunks, not much has been done to empirically test the effectiveness of ‘Chunking’ to improve technical vocabulary learning. Consequently, this study aimed to fill this gap. To this effect, 60 female and male Iranian candidates from a language preparatory class for novice flight attendants in Tehran were randomly assigned to two groups. One was labeled the experimental group and the other, the control group. Both groups were taught the same set of technical vocabulary using the venue’s conventional mode of teaching for ten sessions. However, those in the experimental group had the Chunking strategy as an intervention program integrated into the conventional mode of teaching vocabulary. A teacher- made tests that assessed their technical vocabulary learning were administered prior and post intervention. Subsequent to data analyses, it was found that both groups showed improvements in technical vocabulary learning but the experimental group outperformed the control group learners in the post-test vocabulary scores. Thus, this study not only provides empirical evidence as to the comparative effectiveness of the Chunking Strategy in improving ESP learners’ learning of technical vocabulary but it also offers a sample within which this strategy can be integrated into a regular language learning class to teach vocabulary .

Authors

Pauline Roslin Vizayaletchumi

Faculty of Persian Literature and Foreign Languages, Islamic Azad University, Roudehen, Iran

Naser Talebi

Faculty of Persian Literature and Foreign Languages, Islamic Azad University, Roudehen, Iran