Naser Badali - English Language Department, Islamic Azad University of Maragheh, Maragheh, Iran

One of the problems of students in learning English is low range of vocabulary which makesthem have problems in acquiring language skills. The present study tries to find a resolutionfor low vocabulary gain in extensive reading and contextual method of vocabularyacquisition. Two different levels of attention were employed: input flooding which workson the basis of repetition and noticing plus input flooding, in which repetition as well ashighlighting and boldfacing of input were used to make the new vocabularies salient.30Iranian high school students of grade three were asked to read an abridged novelautonomously for pleasure and answer the comprehension questions afterward. The text forcontrol group consisted of repeated form of the new words embedded in meaningful contextbut experimental group read a text with repeated as well as highlighted form in whichnoticing plus method was implemented. The findings indicated that words that wereprocessed with higher and conscious attention were learnt better than words that wereprocessed with lower and unconscious attention. This study has some contributions formaterial designers, teachers, and students.

input flooding, noticing plus input flooding, intake, implicit learning explicit learning