Learning Vocabulary Writing recalled Sentences vs. Unscrambling Sentences

How learners acquire vocabulary or how it cab best taught is important for L2 learners. Reading comprehension is the goal of academic English books for students in collages. The purpose of this study was to investigate the effects of the two kinds of activity on learning vocabulary in the written textual input; the activity of writing recalled sentences and the activity of unscrambled sentences based on the text. The question of this study was whether subjects learn and recall the meaning of vocabulary items better through the activity of unscrambling scrambled sentences of a written text; that is, which activity is more effective in learning L2 vocabulary items. 64 female freshmen at girl’s technical and vocational collage in Kermanshah completed the current experiment. They were divided into two similar groups, 32 each, on the basis of matched pairs design on their scores in Nelson’s English Language Proficiency Test. This experiment was carried out through teaching the target vocabularies to the subjects by employing three written passages. Then, they were tested on the new vocabularies. Using factorial ANOVA and repeated measures ANOVA, the results of the tests were analyzed, and they showed that the difference between the activities of the two groups was not statistically significant.

کلیدواژه ها:

unscrambled sentences ، recalled sentences ، unscrambling sentences activity ، writing recalled sentences activity