A Comparative Study of Effect of Bottom-up and Top-down Instructional Approaches on EFL Learners’ Vocabulary Recall and Retention
عنوان مقاله: A Comparative Study of Effect of Bottom-up and Top-down Instructional Approaches on EFL Learners’ Vocabulary Recall and Retention
شناسه ملی مقاله: JR_RALS-8-0_034
منتشر شده در در سال 1396
شناسه ملی مقاله: JR_RALS-8-0_034
منتشر شده در در سال 1396
مشخصات نویسندگان مقاله:
Mona Moradi Motlagh - Department of English Language Teaching, Khouzestan Science and Research Branch, Islamic Azad University, Ahvaz, Iran
Mohammad Taghi Farvardin - Department of English Language Teaching, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
خلاصه مقاله:
Mona Moradi Motlagh - Department of English Language Teaching, Khouzestan Science and Research Branch, Islamic Azad University, Ahvaz, Iran
Mohammad Taghi Farvardin - Department of English Language Teaching, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
This quasi-experimental study investigated the effect of bottom-up and top-down instructional approaches on English as a foreign language (EFL) vocabulary recall and retention. To this end, ۴۴ high school students from two intact classes were assigned to bottom-up (n = ۲۱) and top-down (n = ۲۳) groups. The participants were exposed to ۲۰ hours of explicit vocabulary instruction during ۱۰ weeks (۲ sessions per week). Two tests, vocabulary size test (VST) and controlled productive knowledge tests (CPKT), were administered to measure the participants’ achievement before and after the treatment. The results of two-way repeated measures ANOVAs and independent samples t-tests revealed that the bottom-up group outperformed the top-down group on both immediate and delayed post-tests.
کلمات کلیدی: Bottom-up Approach, Top-down Approach, EFL Learners, Recall, Retention
صفحه اختصاصی مقاله و دریافت فایل کامل: https://civilica.com/doc/1971587/