Investigating the Effect of Visually/Textually Input-based Treatment on Evaluation and Potency Dimensions of Deep Vocabulary Knowledge by Iranian Intermediate EFL Learners

Ramin Vaezi


This study evaluates the potentially relative effectiveness of visual/textual input-based treatment on the acquisition of evaluation and potency dimensions of deep vocabulary knowledge by Iranian intermediate EFL learners. After administrating a CELT test and a general vocabulary knowledge test (for the intermediate) sixty participants out of one hundred from the intact intermediate classes. These sixty participants were randomly assigned to two groups: control and experimental each comprising of thirty participants. During the intervention, adjectives which describe the characteristics of people were highlighted (bolded or capitalized). In fact they were taught through visual/textual enhancement to the experimental group, whereas the students in the control group received no specific instruction. Later, the two groups took a posttest of awareness of evaluation and potency dimensions of deep vocabulary knowledge. The results indicated that visually/textually enhanced input teaching has a statistically significant influence on the awareness of evaluation and potency dimensions of deep vocabulary knowledge.

DOI: 10.5901/mjss.2013.v4n2p89

Full Text: PDF

Licenza Creative Commons
This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

Copyright © MCSER-Mediterranean Center of Social and Educational Research

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders..