The length of texts and vocabulary learning of EFL learners

Growing body of research has indicated that language learners are unwilling to be engaged in reading activities in classrooms, especially when the texts are long. However, some researches indicated that vocabulary acquisition usually occurs through reading. The present study aimed to explore the effect of limited and extended context (long vs. short text) on vocabulary learning and retention of EFL learners. Sixty Iranian upper intermediate learners were randomly assigned into two groups and after a vocabulary pretest, the limited context group encountered with each of the target words in a sentence. The extended context group also encountered with each of the target words in a paragraph. Both groups worked on different aspects of the target words while reading their own texts within three sessions. A post-test was administered to the students of both groups at the end of the last session. Two weeks later, a delayed posttest was also administered to check their vocabulary retention. T-tests were used to compare means of test scores within groups and between the tests of the groups. It was revealed that limited context caused to better learning and retention of new vocabulary than the extended context group of EFL learners in this study.

کلیدواژه ها:

Vocabulary learning ، Context ، Limited context ، Extended context