Vocabulary Instruction in Third-Language Learning: A Classroom-Based Approach

In formal learning contexts, vocabulary instruction is a central part of English language education.This study examines vocabulary development following a systematic classroom approach. The study involved ۵۰ female pre-university students in Isfahan, including ۲۵ Afghan bilingual and ۲۵ Iranian monolingual learners of English as an additional language. During about two months, ۴۰ target words were taught through techniques, including definitions, synonyms and antonyms, pictures, and so on. Two teacher-made ۴۰-item vocabulary tests as pre/posttest measures were administered before and after the instruction. The findings showed a statistically significant improvement in vocabulary performance, representing a mean difference of ۱۸.۳ points. The study concluded that systematic selection, repeated presentation, contextualization, and retrieval opportunities could provide a practical framework for vocabulary instruction in additional language classrooms.

کلیدواژه ها:

Vocabulary ، instruction ، EFL