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Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."

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Dissertation Information

Title: The Effects of Number of Repetitions, L1 Lexicalization and Cultural Loadedness on Incidental Vocabulary Acquisition by Iranian Adult EFL Learners Add Dissertation
Author: Mohammad Ali Heidari-Shahreza Update Dissertation
Email: click here to access email
Institution: University of Isfahan, TEFL (Teaching English as a Foreign Language
Completed in: 2014
Linguistic Subfield(s): Applied Linguistics;
Subject Language(s): English
Director(s): Ahmad Moinzadeh
Hossein Barati

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.