The Effect of Sequence of Output Tasks on Noticing Vocabulary Items and Developing Vocabulary Knowledge of Iranian EFL Learners

Mahmoudabadi, Zahra; Soleimani, Hassan; Jafarigohar, Manoochehr; Iravani, Hasan

doi:10.18488/journal.1/2015.5.1/1.1.18.30

Cited by 4 publications

(6 citation statements)

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“…Furthermore, some other studies even found that there are significant role of push out-when presenting some of vocabulary activities to be able to notice the needed lexical items. In addition, it has a great role in helping the learners to improve their vocabulary knowledge of EFL learners (Mahmoudabadi.et al, 2015).They reveal that presentation of vocabulary tasks in the sequence of push out prior to input enhance noticing vocabulary knowledge gap and develop vocabulary knowledge. It may be different from Shekary's study (2004) as it deals with online negotiation, while the current study concentrates on written and spoken negotiation.…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

The Effect of Swain's Push Out Hypothesis on Promoting Jordanian Language Learners' Reading Performance

Al-Ghazo

Ta'amneh

2017

Int. J. Appl. Linguist. Engl. Lit.

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The present study investigates the effect of push out hypothesis in language acquisition that is based on Swain’s push out hypothesis (1985) on promoting Jordanian language learners' reading performance. The sample of the study consists of two classes of English reading comprehension Course , Level one with 60 EFL students, 30 in the control group and 30 in the experimental group. Those students were belonging to the Department of English Language and Literature. The researchers choose the reading texts from reading comprehension course which was published by Macmillan Education LTD, intermediate level (2001). The researchers construct a multiple-choice reading comprehension test to assess the students reading comprehension. The participants in the two groups took a vocabulary test and an achievement reading comprehension test as a pre-test in order to be sure that the participants formed a homogenous sample. The experimental group underwent a treatment based on Swains’ push out task, while the control group did not receive any treatment. Then, Proper statistical analyses were used to analyze the results. The scores of control and experimental group were compared at the end of the treatment period. The results reveal that the scores of the experimental group on the post-test were significantly higher than those of the control group. These results prove that teaching on the basis of the Swains’ push out hypothesis was successful to develop the students’ reading comprehension as well as their performance.

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Section: Discussion Of the Resultsmentioning

confidence: 99%

The Effect of Swain's Push Out Hypothesis on Promoting Jordanian Language Learners' Reading Performance

Al-Ghazo

Ta'amneh

2017

Int. J. Appl. Linguist. Engl. Lit.

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“…Vocabulary post-tests were administered after the completion of all output and input tasks. Mahmoudabadi et al (2015) found a significant facilitative effect ( d = 0.98) of NTH, i.e., more word learning in the output-before-input than in the input-before-output condition. Kwon (2006) found no significant effect of NTH.…”

Section: Introductionmentioning

confidence: 99%

“…The current study focuses on NTH. To our knowledge, there are only two studies on the effects of NTH on vocabulary learning, both of which focused on the written domain (Kwon, 2006, and Mahmoudabadi, Soleimani, Jafarigohar & Iravani, 2015). Both studies manipulated the order in which participants performed output and input tasks.…”

Section: Introductionmentioning

confidence: 99%

“…In the input task in Mahmoudabadi et al (2015), the participants connected written words with their corresponding pictures. In the output task, the participants had to name the same pictures, but without a word list.…”

Section: Introductionmentioning

confidence: 99%

“…Accordingly, in both studies a subsample of the participants was interviewed after the treatment and post-tests. Mahmoudabadi et al (2015) explicitly asked ten participants in the output-before-input condition (out of 43) whether they felt the need to know the words when doing the output task. All said yes.…”

Section: Introductionmentioning

confidence: 99%

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Noticing vocabulary holes aids incidental second language word learning: An experimental study

2018

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Consciousness raising tasks for the learning of grammar in high school English language classrooms

Miranda¹,

Fallas²,

Blanco

et al. 2018

Act. Inv. en Educ.

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Desde la mediación pedagógica de la gramática inglesa, muchos profesores dependen en gran medida de libros de texto, pero muchos de estos promueven la memorización en lugar del uso consciente de la gramática. Basado en esta premisa, este artículo pretende evaluar la efectividad de las actividades para la concientización formal de elementos lingüísticos para el aprendizaje de la gramática como una estrategia para enseñar tres tiempos verbales en inglés. Este estudio siguió un diseño de método mixto con un componente de investigación-acción donde los investigadores enseñaron pasado simple, pasado continuo y presente perfecto a un grupo de estudiantes de noveno año en clases de escritura y lectura en el Colegio Bilingüe de Palmares, Alajuela, Costa Rica a través de las actividades investigadas. Los datos analizados consistieron en los puntajes promedio de las actividades (examen previo, posterior y final) y la triangulación de las perspectivas de los estudiantes, el docente cooperador y los investigadores. Los resultados de los promedios revelaron una mejora en todos los tiempos en la prueba posterior y la mayoría de las puntuaciones se mantuvieron en la prueba final. Mediante la triangulación de perspectivas, los investigadores identificaron que estas actividades fueron positivas y que alentaron la participación activa y el pensamiento crítico de los estudiantes. Las conclusiones indicaron un posible efecto acumulativo de la implementación de las actividades y la necesidad de explorar el efecto de estas actividades en la habilidad de los estudiantes para auto monitorearse en una práctica más independiente.

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The Effect of Sequence of Output Tasks on Noticing Vocabulary Items and Developing Vocabulary Knowledge of Iranian EFL Learners

Abstract: This study examined the role of output-first presentation of vocabulary tasks in noticing lexical

Cited by 4 publications

References 18 publications

The Effect of Swain's Push Out Hypothesis on Promoting Jordanian Language Learners' Reading Performance

The Effect of Swain's Push Out Hypothesis on Promoting Jordanian Language Learners' Reading Performance

Noticing vocabulary holes aids incidental second language word learning: An experimental study

Consciousness raising tasks for the learning of grammar in high school English language classrooms

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