l1 glossing and lexical inferencing: evaluation of the overarching issue of l1 lexicalization

this empirical study reports on a cross-linguistic analysis of the overarching issue of l1 lexicalization regarding two (non)-interventionist approaches to vocabulary teaching. participants were seventy four juniors at the islamic azad university, roudehen branch in tehran. the investigation pursued (i) the impact of the provided (non)-interventionist treatments on both sets of (non)-lexicalized items relatrd to the interrelationships between the experimental and the control groups (ii) the importance of the cross-linguistic issue of l1 lexicalization in reference to the significance of the difference between the scores obtained for the two sets of (non)-lexicalized items within each group distinctively. the results of the independent t-test between the two groups indicated a significant difference between the experimental and control groups dealing with both sets of vocabulary items. the obtained findings related to the paired t-test demonstrated a significant difference between the scores achieved for the two sets of words in favor of lexicalized items in the interventionist group. the gained results of the non-interventionist inferencing group demonstrated that the learners had greater familiarity with lexicalized items at pre-testing, and they were more successful in learning lexicalized items compared with non-lexicalized ones at post-testing. however, no significant difference was found regarding the gain scores for the two sets of (non)-lexicalized items in the non-interventionist group. these findings are discussed both theoretically and practically for l2 lexical representation and instruction.