The Comparative effect of Vocabulary learning in context and Mindfulness for raising Reading comprehension of Iranain EFL students

Researchers and theorists have not only constantly highlighted the significant role of vocabulary learning and instruction in language learning (either First or Foreign language) but also considered a strong association between them (Qian & Schedl 2004).All through the literature, we can trace efforts taken by teachers and researchers to adopt and employ strategies which can facilitate vocabulary learning in one hand and expand the learners' vocabulary knowledge on the other hand. Among the most successful ones, teaching vocabulary in context has gained paramount attention. In recent decades integrating such strategy (context-based instruction) with mindfulness skills remains as an unexplored challenge in the field of language learning.Thus, the present study has attempted to investigate the Comparative effect of vocabulary learning in context and Mindfulness on raising the Reading comprehension of Iranian EFL Learners.For this purpose, 120 learners were selected from the total of 180 EFL intermediate learners with the age range of 15-17 studying at Jahad-Farhangi institute. All of the learners took a Preliminary English Test (PET) for homogenization prior to the start of study. Next, the researcher used (FFMQ) and (Mindfulness through second language learning) questionnaires in order to measure the rate of Mindfulness for starting the treatment. Then, the participants were dichotomized as the control group, and the experimental group. During the treatment of the study, the experimental group enjoyed being Mindful for learning vocabulary while the control group did not receive any treatment. For collecting data, a Final Reading test was utilized.The results of this study demonstrated that there was a significant difference between vocabulary learning in context and mindfulness on raising Iranian intermediate students’ reading comprehension. Consequently, it was concluded from the data analysis that the learners in the mindfulness group outperformed in the reading test, in comparison to the ones in the vocabulary group.

کلیدواژه ها:

Context ، Mindfulness ، Reading comprehension ، Vocabulary