A comparison of contextualized, decontextualized and corpus-informed vocabulary instruction: A quasi-experimental study

This experimental study tries to compare the effectiveness of corpus-informed, contextualized and decontextualized vocabulary instruction in an EFL setting. The participants were 69 high school pre-intermediate language learners in a state school. During the 8-week experimentation process, one of th...

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Bibliographic Details
Published in:Dil ve edebiyat egitimi Dergisi 2013-10, Vol.2 (8), p.78
Main Authors: Unaldi, Ihsan, Bardakci, Mehmet, Akpinar, Kadriye Dilek, Dolas, Ferhat
Format: Article
Language:English
Subjects:
Control Groups
Edebiyat
English language
Foreign language instruction
Foreign language learning
Learning Processes
Second Language Learning
Teaching Methods
Türk Dili
Vocabularies & taxonomies
Vocabulary Development
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Summary:This experimental study tries to compare the effectiveness of corpus-informed, contextualized and decontextualized vocabulary instruction in an EFL setting. The participants were 69 high school pre-intermediate language learners in a state school. During the 8-week experimentation process, one of the experimental groups was treated with corpus-informed instruction while the other one studied the same target vocabulary through decontextualized vocabulary activities. With the control group, on the other hand, sessions where the learners were exposed to the target words in meaningful reading contexts were carried out. Before these sessions, the corpus group was trained about the rationale behind concordances and how to use them. A multiple-choice vocabulary test which was composed of the target words was administered both before and after the treatments. Because of its convenience in experimental settings, an analysis of covariance (ANCOVA) was performed. The results of the statistical an
ISSN:2146-6971
2146-6971
DOI:10.12973/dee.11.216