The impact of picture-based vs. context-based method on Iranian intermediate EFL learners' knowledge of prepositions

The present study aimed to investigate the effect of picture-based vs. context-base method onIranian intermediate EFL learners' knowledge of prepositions. The main question this study triedto answer were whether using picture-based vs. context-based method might enhance higherknowledge of prepositions in Iranian learners of English at intermediate level. To answer thequestions, 45 intermediate learners participated in the experiment of the study. They were selectedfrom among a population of EFL learners via an OPT test score of at least one standard deviationbelow the mean. They were then divided into three groups of 15 and were randomly assigned totwo experimental and a control group. A pretest of English prepositions (the nine most common)was administered to all three groups, then, they were taught prepositions for 10 sessions but withdifferent methodologies: the experimental group one received a treatment of picture-basedsimultaneous with context-based method and the experimental group two received a treatment ofpicture-based method while control group received a treatment through conventional method(instructing general rules governing this category of words) without specific focus on proposedmethod. A posttest of English prepositions (the nine most common) was then administered to threegroups. The data of the study were analyzed using the paired sample t-test to indicate the groupsmean difference, and the degree of progress from the pretest to the posttest of the study in theexperimental groups was indicated by calculating the ANOVA coefficient. The results indicatedthat using picture-based/context-based method was the most effective method in teachingprepositions.