![]() ![]() In line with these findings, language experts have focused on teaching vocabulary to help learners increase their communicative competence and performance. It is now recognized that the principal difference between intermediate and advanced learners is not the complexity of their grammatical knowledge, but the greatly expanded mental lexicon available to advanced learners (Lewis, 1997). Although grammar remains an important part of language acquisition, the lexical memory load, even for an intermediate leaner, is enormous (Schmit, 2000). ![]() Words are the building blocks of a language since they label objects, actions, and ideas without which people cannot convey the intended meaning (Thornbury, 2002). Vocabulary is a central component of language teaching and is of great significance to language learners. Keywords: Lexically-based language teaching, achievment, EFL, concordancers Selection and/or peer-review under responsibility of Prof. The results showed a significant difference between two groups' achievement in favour of the experimental group in learning vocabulary and reading but not in grammar. Meanwhile, new words were taught to the experimental group using LBLT techniques including noticing/recording language patterns and collocations and working with concordancers. Within 16 weeks, new words of the English textbook were taught to the control group based on traditional techniques of teaching vocabulary such as translation and explanation. Sixty students participated in a pre-test-post-test quasi-experimental design. This study investigated the impact of Lexically-Based Language Teaching (LBLT) on Iranian high-school students' English achievement. Mehrak Rahimia *, Ghodrat Momenia, Reza NejatiaĪEnglish Department, Faculty of Humanities, Shahid Rajaee Teacher Training University, Lavizan, Tehran, 1678815811, Iran ![]() The impact of lexically-based language teaching on students' achievement in learning English as a foreign language Procedia - Social and Behavioral Sciences 31 (2012) 31 -36 Available online at SciVerse ScienceDirect PfOCSCl ¡0 ![]()
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