LINGUIST List 25.3106
Thu
Jul 31 2014
Diss: English; Applied
Linguistics: Heidari-Shahreza: 'The Effects of
Number of Repetitions, L1 Lexicalization and
Cultural Loadedness...'
Editor for this issue:
Danuta Allen <danutalinguistlist.org>
Date: 27-Jul-2014
From: Mohammad Ali
Heidari-Shahreza <maheidari.sh
gmail.com>
Subject: The Effects of Number
of Repetitions, L1 Lexicalization and Cultural
Loadedness on Incidental Vocabulary Acquisition
by Iranian Adult EFL Learners
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Institution: University of Isfahan
Program: TEFL (Teaching English as a Foreign
Language
Dissertation Status: Completed
Degree Date: 2014
Author: Mohammad Ali Heidari-Shahreza
Dissertation Title: The Effects of Number of
Repetitions, L1 Lexicalization and Cultural
Loadedness on Incidental Vocabulary Acquisition
by Iranian Adult EFL Learners
Linguistic Field(s): Applied Linguistics
Subject Language(s):
English (eng)
Dissertation Director:
Ahmad Moinzadeh
Hossein Barati
Dissertation Abstract:
The present study, through a quasi-experimental
design, investigated the possible effects of
three important factors on successful
incidental vocabulary acquisition of 20 English
target words (TWs). The first factor to explore
was repetition or repeated exposure to TWs
through reading passages (one, three or seven
encounters). The second factor to investigate
was the possible effect(s) of L1 (i.e. Persian)
lexicalization. As the third factor, the study
explored and contrasted the acquisition of
culturally-loaded words to see how they
differed from culturally neutral TWs.
Furthermore, retention (within a three-week
span) was taken into account by a delayed
posttest. Seven aspects of vocabulary knowledge
were measured, including receptive and
productive knowledge of orthography, parts of
speech, association and meaning. Results showed
that, in general, increasing the number of
exposure to TWs (from one to three or seven)
had a positive effect on incidental
acquisition. However, there were significant
differences in the gains observed for different
aspects of vocabulary knowledge both
immediately and after three weeks. Despite some
differences, both non-lexicalized (NL) and
culturally-loaded (CL) words appeared to cause
learning difficulty mainly in semantic aspects
of vocabulary knowledge. The findings of this
study were discussed and pedagogical
implications were highlighted for language
teachers and learners.
Page Updated: 31-Jul-2014