Open AccessVocabulary Learning via Reading: Is Input Modification Useful?
Author(s) -
Mojgan Rashtchi,
Reza Porkar
Publication year - 2019
Publication title -
journal of language teaching and research
Language(s) - English
Resource type - Journals
eISSN - 2053-0684
pISSN - 1798-4769
DOI - 10.17507/jltr.1005.25
Subject(s) - vocabulary , computer science , reading (process) , task (project management) , meaning (existential) , linguistics , english as a foreign language , vocabulary learning , natural language processing , control (management) , foreign language , artificial intelligence , psychology , mathematics education , philosophy , management , economics , psychotherapist
Since authentic texts address native speakers, they might lack the reader-friendly attributes which can help EFL learners to read and understand them. Also, learning the new vocabulary through reading can be difficult for EFL learners. As such, in order to utilize these texts as teaching materials in EFL classes, they should be modified. The present study investigated Iranian intermediate-level EFL learners and how they acquire English language vocabulary incidentally from modified English texts while their primary task is reading for meaning. In order to measure the impact of lexical input modification on the improvement of foreign language vocabulary learning, 60 adult Iranian EFL learners between the ages of 18 and 22 in two intact classes were selected and randomly assigned to two homogenous groups of control and experimental. The analysis of the data revealed that incidental second language vocabulary learning could be improved effectively by lexical input modifications such as lexical and typographical elaboration.