Vocabulary Development: A Pretest–Posttest Study

Vocabulary knowledge is an essential part of additional language learning. This study examined changes in English vocabulary performance among Afghan bilingual and Iranian monolingual EFL learners following classroom instruction. The participants were fifty pre-university students in Isfahan,Iran including ۲۵ Afghan Dari-Iranian Farsi bilinguals and ۲۵ Iranian Farsi monolingual students. The vocabulary pretest was given before instruction and the vocabulary posttest was administered about one week after the instructional period. The instruction lasted about two months, focusing on ۴۰ target words from the students' textbook. Data analysis of the scores showed the pre-test post-test difference. The mean increased from ۴.۰۷ to ۲۳.۰۴. The findings indicate substantial improvement in vocabulary test performance. These results suggest that focused classroom instruction contributed to vocabulary growth among the target learners. The improvement was observed across the sample, indicating that systematic exposure to target vocabulary may support learners' development of lexical knowledge, so the vocabulary gain was evident.

کلیدواژه ها:

vocabulary ، pretest ، posttest.