Incorporating Different Designs of Interaction into Vocabulary Instruction: Its Effect on Learners' Lexical Depth in an EFL Context

This study examined the effect of the interaction approach on young EFL learners’ lexical depth in a private language institute in Talesh, Iran. To achieve this, a Michigan test was administered to 40 EFL learners. Those language learners who met the selection criterion, i.e., performed one standard...

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Bibliographic Details
Published in:Advances in language and literary studies 2016-08, Vol.7 (4), p.7
Main Authors: Zoghi, Masoud, Moradinejad, Alireza
Format: Article
Language:English
Subjects:
Associative Learning
Comparative Analysis
English (Second Language)
English as a second language instruction
English as a second language teaching methods
English as a second language tests
Foreign Countries
Hypotheses
Indo European Languages
Interaction Process Analysis
Knowledge
Language acquisition
Language Proficiency
Language Tests
Linguistic Input
Linguistics
Native Speakers
Private language
Scores
Second Language Instruction
Second Language Learning
Second language teachers
Statistical Analysis
Task Analysis
Teacher Student Relationship
Verbal communication
Vocabulary Development
Vocabulary instruction
Word and letter association
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Summary:This study examined the effect of the interaction approach on young EFL learners’ lexical depth in a private language institute in Talesh, Iran. To achieve this, a Michigan test was administered to 40 EFL learners. Those language learners who met the selection criterion, i.e., performed one standard deviation above and below the mean on the test were divided into two classes (N=28): group A (N=14) and group B (N=14). In both groups, the interaction approach was incorporated into vocabulary instruction. However, the design of the interaction was different in each group. In group A, interactions were mostly between learners. On the other hand, in group B, learners mainly interacted with the teacher. After 18 weeks of instruction, a test of lexical depth, word association tasks (WAT), was administered to the both groups. The results of statistical analysis showed that the standard deviation (SD) was almost the same in both groups. However, the mean in group B significantly outperformed group A. A t test was used to compare means of test scores between groups. The findings of this study suggest that learner-teacher interaction is a more effective design in the improvement of learners' knowledge of vocabulary depth in comparison with learner-learner interaction.
ISSN:2203-4714
2203-4714
DOI:10.7575/aiac.alls.v.7n.4p.7