Effect of Reading Input versus Listening Input on the Incidental Acquisition of Vocabulary

Author

Independent Researcher, Toronto, Canada

Abstract

The main objective of the research at hand was to investigate the possible effects of two various inputs; that is to say, listening input vs. reading comprehension input on the incidental acquisition of new vocabulary among Iranian students of English as a foreign language at an intermediate level in Jahad language institute. For this purpose, in advance, OPT test was used among 60 to see who were qualified to be chosen for the purpose of this research in each group thus 30 subjects were selected in a random mode 15 of whom were assigned to the reading group and the rest were assigned as a listening group. All participants took a vocabulary pretest which tested their knowledge of the target words before implementing the treatment. The two groups, then, received two different treatments; reading treatment for the reading comprehension group and listening treatment for the listening group. The duration for an absolute and good result of each treatment was 15 sessions and each session lasted for 90 minutes. They then received a posttest with the aim of investigating the impacts of treatments on incidental vocabulary acquisition. The results of an independent sample t-test showed that both groups had positive impacts on the incidental acquisition of vocabulary; however, the listening group outperformed the reading in tasks. The results of this research can have some implications for language teachers, curriculum developers and English learners.
 

Article Title [Persian]

تأثیر ورودی خواندن در مقابل ورودی شنیداری بر اکتساب اتفاقی واژگان

Abstract [Persian]

هدف اصلی پژوهش حاضر بررسی اثرات احتمالی دو ورودی مختلف بود. یعنی ورودی شنیداری در مقابل ورودی درک مطلب بر اکتساب اتفاقی واژگان جدید در بین دانشجویان ایرانی زبان انگلیسی به عنوان زبان خارجی در سطح متوسط ​​در موسسه زبان جهاد. برای این منظور از بین 60 نفر از آزمون OPT استفاده شد تا مشخص شود که در هر گروه چه کسانی واجد شرایط انتخاب برای این تحقیق بودند که 30 نفر به صورت تصادفی انتخاب شدند که 15 نفر از آنها به عنوان گروه خواندن و بقیه انتخاب شدند. به عنوان گروه شنود تعیین شدند. همه شرکت‌کنندگان قبل از اجرای درمان، پیش‌آزمون واژگانی را انجام دادند که دانش آن‌ها از کلمات هدف را قبل از اجرای درمان مورد آزمایش قرار داد. سپس دو گروه دو درمان متفاوت دریافت کردند. درمان خواندن برای گروه درک مطلب و درمان شنیداری برای گروه شنیداری. مدت زمان برای نتیجه مطلق و خوب هر درمان 15 جلسه و هر جلسه 90 دقیقه بود. آنها سپس یک پس آزمون با هدف بررسی تأثیر درمان ها بر اکتساب واژگان اتفاقی دریافت کردند. نتایج یک آزمون تی مستقل نشان داد که هر دو گروه تأثیر مثبتی بر اکتساب اتفاقی واژگان داشتند. با این حال، گروه گوش دادن نسبت به خواندن در تکالیف عملکرد بهتری داشت. نتایج این تحقیق می تواند پیامدهایی برای معلمان زبان، توسعه دهندگان برنامه درسی و زبان آموزان انگلیسی داشته باشد.
 
 

Keywords [Persian]

  • خواندن
  • گوش دادن
  • ورودی
  • اکتساب واژگان
  • زبان آموزان انگلیسی
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Volume 2, Issue 3 - Serial Number 3
December 2022
Pages 1-17
  • Receive Date: 30 September 2022
  • Revise Date: 21 October 2022
  • Accept Date: 16 November 2022
  • First Publish Date: 16 November 2022