traditional and modern vocabulary instruction techniques have been introduced in the past few decades to improve the learners’ performance in reading comprehension. semantic mapping, which entails drawing learners’ attention to the interrelationships among lexical items through graphic organizers, is claimed to enhance vocabulary learning significantly. however, whether this technique suits all...

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The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures prevent its spread. One these included shutting down schools and universities. Consequently, the teaching, learning assessment processes were entirely shifted from face-to-face online. current study aimed investigate online vocabulary strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It att...

How deeply a word is processed has long been considered as a crucial factor in the realm of vocabulary acquisition. In literature, two frameworks have been proposed to operationalize the depth of processing, namely the Involvement Load Hypothesis (ILH) and the Technique Feature Analysis (TFA). However, they differ in the way they have operationalized it specially in terms of their attentional c...

the present study was an attempt to compare the effect of three vlss, namely word-part strategy, word-card strategy and context-clue strategy on immediate and delayed english vocabulary retention of iranian third grade high school students. to this end, 90 students, studying at three high schools in tabriz, in three intact groups, were considered as the participants of the study. in order to en...

This study is an attempt to investigate the role of incidental and intentional vocabulary acquisition in addition to the influence of language learning strategy: namely, the use of vocabulary strategy by Iranian EFL learners in learning new vocabularies. Accordingly, this study is two-faceted. First, Part A examines the difference between different modes of presentation, incidental and intentio...

At present, it is largely unclear how the human brain optimally learns foreign languages. We investigated teaching strategies that utilize complementary information ("enrichment"), such as pictures or gestures, to optimize vocabulary learning outcome. We found that learning while performing gestures was more efficient than the common practice of learning with pictures and that both enrichment s...