The Effect of Lexical Modification on Developing Vocabulary Knowledge in Relation to Language Proficiency Level

• Published in: Theory and practice in language studies 2016-10, Vol.6 (10), p.1964
• Main Authors: Abbasian, Gholam-Reza, Mohammadi, Helia Sakhaeian Haji
• Format: Article
• Language: English
• Subjects: Analysis; Elementary school students; English as a second language; English as a second language learning; English proficiency; Language acquisition; Language Proficiency; Lexicology; Linguistics; Reading; Reading comprehension; Second language learning; Studies; Study and teaching; Vocabulary; Vocabulary Development
• ISSN: 1799-2591; 2053-0692
• DOI: 10.17507/tpls.0610.11

This study was an attempt to comparatively investigate the effects of lexical modification models (simplification vs. elaboration) on developing EFL learners‟ vocabulary knowledge in relation to their language proficiency level. To this end, 40 EFL learners were divided into two levels (i.e. elementary and pre-intermediate) based on their performance on the Nelson proficiency test. They were further categorized into two simplification and elaboration groups. The pertinent treatments were rendered through simplification and elaboration models of modification. Two-way ANOVA was run to address the research questions. The findings revealed that not only do input modification procedures significantly affect vocabulary development but also the elaboration group outperformed the simplification group. Moreover, it was revealed that language proficiency level plays a significant role in determining the effects of modification procedures as the pre-intermediate group significantly outperformed the elementary one; then, elaboration in both groups and pre-intermediate as a proficiency level proved to play a significant role in the process of modification-based vocabulary development.