The impact of lexically-based language teaching on students’ achievement in learning English as a foreign language

Rahimi, Mehrak; Momeni, Ghodrat; Nejati, Reza

doi:10.1016/j.sbspro.2011.12.012

Cited by 10 publications

(10 citation statements)

References 5 publications

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“…In other words the hypothesis 2 is rejected as there is no significant difference between the mean score of masculine and feminine word retention in male and female learners. The result of this hypothesis can be to some extant a support for what Rahimi et al(2012) has declared. According to Rahimi et al(2012), Vocabulary learning strategies may help students learn and remember words in learning a foreign language.…”

Section: Figure 2 Linear Diagram Of Considering the Difference Betwementioning

confidence: 52%

“…The result of this hypothesis can be to some extant a support for what Rahimi et al(2012) has declared. According to Rahimi et al(2012), Vocabulary learning strategies may help students learn and remember words in learning a foreign language. Further, Zare's (2010) study revealed that females use more language strategies than males because they are more concerned about their grades.…”

Section: Figure 2 Linear Diagram Of Considering the Difference Betwementioning

confidence: 52%

“…The way vocabulary is selected to be included in teaching materials is a significant factor that affects the process of teaching vocabulary and the learning outcome. Teachers of second or foreign language present new vocabulary item during lessons and at this stage there is no problem, what are waiting for them in the later steps includes difficulties in remembering the words taught in previous lessons and related with this problem there are difficulties in producing sentences and lack of communication (Rahimi, Momeni, Nejati, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Retention of Feminine and Masculine Words by Iranian EFL Learners

Maghsoudi¹

2013

IJLL

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The main concern of the present study was to probe the probable differences between Iranian male and female EFL learners in learning and retention of feminine and masculine words. It was an attempt to investigate whether males and females EFL learners differ significantly in learning and recalling feminine and masculine words. To carry out this study, a total of 32 male and female subjects of Iran language institute in Arak were randomly selected from among two groups of males and females. A vocabulary test and a background questionnaire were administrated to both groups. According to statistical analyses: No significant difference was observed between males and females in masculine and feminine words retention.

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Section: Figure 2 Linear Diagram Of Considering the Difference Betwementioning

confidence: 52%

Section: Figure 2 Linear Diagram Of Considering the Difference Betwementioning

confidence: 52%

Section: Introductionmentioning

confidence: 99%

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Retention of Feminine and Masculine Words by Iranian EFL Learners

Maghsoudi¹

2013

IJLL

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“…Several empirical research findings indicated that higher level of pedagogical knowledge of teachers led to higher students' achievement. In the field of English as a foreign language in particular, studies have found relationship between EFL teachers' pedagogical knowledge and students' achievement in terms of grammar (Andrews, 1994;Borg, 1998), writing (Burns, 1992, Tang, 2012Tusi, 1996), as well as reading and vocabulary instruction (Rahimi, Momeni & Nejati, 2011). In respect of the LA with some of its aspects being emphasized for teaching, such as noticing collocations and raising awareness of them (Dorkchandra, 2015;Soleimani, Jafarigohar, & Iranmanesh, (2013), the learners were found to be successful and attribution could be made as having a link to the teachers' sound pedagogical knowledge.…”

Section: Teachers' Pedagogical Knowledge and Student Achievementmentioning

confidence: 99%

“…If EFL learners know sufficient vocabulary, they are expected to produce meaningful language, hence effective communication. However, before the learners can be successful in learning vocabulary and subsequent using it for effective communication, they need to be trained by teachers who possess good content and pedagogical knowledge because this has a direct effect on the students' performance (Azma & Talebinejad, 2012;Burns, 1992;Rahimi, Momeni, & Nejati, 2011). According to Faez (2011), effective EFL teachers must have knowledge base which includes expertise, understanding, awareness, and skills.…”

Section: Introductionmentioning

confidence: 99%

The Lexical Approach as Known and Utilized by Thai EFL Teachers

Dorkchandra¹

2016

IJELE

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This exploratory research was conducted to investigate the knowledge and utilization of the Lexical Approach (LA) of Thai university EFL teachers in the higher educational institutes in the upper North-eastern parts of Thailand. Specifically, it explored to what extent the teachers know about the LA and utilize it in their classroom practices. The samples were 140 EFL teachers selected by convenient sampling from 9 state universities located in 8 provinces in the region. A close-ended questionnaire with a 5-point-Likert scale was used to collect the data which were analyzed using descriptive statistics. The findings showed that the teachers possessed a moderate level of knowledge about the LA and they utilized the LA in terms of exercises and activities also at a moderate level. The findings were discussed in relation to the LA being unpopular in Thailand due to some factors that might hold back the teachers' interest in utilizing the LA exercises and activities, including other traditional approaches embedded in commercial ELT books and some LA exercises and activities as time-consuming and daunting tasks. Pedagogical implications for the use of the LA in EFL classroom practices and recommendations for future research were provided.

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Computerized lexis-based instruction in EFL classrooms: Using multi-purpose LexisBOARD to teach L2 vocabulary

Mirzaei

Domakani

Rahimi

2015

ReCALL

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Lexis-based views of second or foreign language (L2) teaching place prime importance on the teaching of conventionalized multi-word lexical items, or unanalyzed chunks, as a useful mechanism for fostering learners’ creative production of forms and their subsequent development of L2 competence. This pretest/posttest quasi-experimental study probed the use of teacher-designed multi-purpose instructional lexis software, dubbed LexisBOARD, on L2 learners’ vocabulary achievement in an Iranian EFL (English as a foreign language) context. A cohort of 50 Iranian junior-high-school students participated in the main instructional phase of the study. Instruction on L2 lexical items (e.g., concordances, polywords, or formulaic sequences) was mainly given to the experimental group using LexisBOARD, which was designed to be user-friendly and attuned to learners’ communicative and curricular needs. LexisBOARD offered further practice or feedback affordances through engaging students in lexical exercises (with word partnerships and collocations) for each unit and several quizzes for self-assessment. The control group was only taught using their mainstream EFL textbooks focusing on grammatical rules, discrete vocabulary items with fixed meanings, and reading texts, without any use of corpus-based activities. The results of the groups’ vocabulary test scores indicate that the lexis group significantly outperformed the control group, pointing to the superiority of practicing and learning L2 vocabulary when lexical items are seen in larger, more holistic ways and, especially, when engaging and experimenting with lexis is scaffolded through computer affordances.

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The impact of lexically-based language teaching on students’ achievement in learning English as a foreign language

Cited by 10 publications

References 5 publications

Retention of Feminine and Masculine Words by Iranian EFL Learners

Retention of Feminine and Masculine Words by Iranian EFL Learners

The Lexical Approach as Known and Utilized by Thai EFL Teachers

Computerized lexis-based instruction in EFL classrooms: Using multi-purpose LexisBOARD to teach L2 vocabulary

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