A Thesis M.A. in Teaching English as a Foreign Language The effect of teacher directed vs. peer directed strategy on Iranian pre Intermediate EFL learners’ vocabulary development

Table of Content

 Title                                                                                                                                 Page

Abstract …………….……………………………………………………………………….. 1

Chapter 1: Introduction

1.1 Introduction……………………………………………………………………………2

1.2. Statement of the Problem……………………………………………………………..3

1.3. Significance of the Study……………………………………………………………..5

1.4. Purpose of the Study…………………………………………………………………..5

1.5. Research Questions……………………………………………………………………5

1.6. Research Hypotheses…………………………………………………………………6

1.7. Definition of the Key Terms…………………………………………………………..6

1.8. Summary………………………………………………………………………………7

Chapter 2: Review of the Related Literature

2.0 Introduction……………………………………..………………………….………….8

2.1. Theoretical framework ………………………………………………………….…….9

2.2. What is Vocabulary? ………………………………………………………………..15

2.3. Approaches towards teaching vocabulary………………………………………..…17

2.4. Vocabulary Learning through History………………………………………………20

2.5. Meaning of Words…………………………………………………………………..23

2.5.1. Components of meaning………………………………………………………..…24

2.5.2. Rosch’s prototype theory……………………………………………………….…24

2.6. How is Vocabulary Acquired? …………………………………………….………..25

2.6.1. Early stages of vocabulary acquisition…………………………………………….26

2.6.2. Quantitative and qualitative changes in vocabulary knowledge………….……….27

2.6.3. Psycholinguistic model of vocabulary acquisition……………………….……….28

2.7. Learning Vocabulary ……………………………………………………………….29

2.7.1. Four strands of vocabulary learning ………………………………………………30

2.7.1.1. Vocabulary learning through meaning-focused input……………….…………..31

2.7.1.2. Vocabulary learning through meaning-focused output……………….…………32

2.7.1.3. Fluency and vocabulary learning…………………………………………….….35

2.7.1.4. Vocabulary and language focused instruction…………………………………..36

2.7.2. Seven principles of vocabulary teaching………………………………………….37

2.7.2.1. Incidental Learning………………………………………………………………38

2.7.2.2.Most common words necessary for learners………………………….……….…38

2.7.2.3. Intentional Learning………………………………………………….………….39

2.7.2.4. Elaboration of word knowledge…………………………………….………..….41

2.7.2.5. Developing fluency with known vocabulary…………………….………….…..42

2.7.2.6. Guessing meaning from context……………………………………………..….43

2.7.2.7. Using Dictionary……………………………………………….………………..43

2.8 Vocabulary teaching strategies……………………………………….………………44

2.9. What is Knowledge of Vocabulary?…………………………………………………………………47

2.10. Testing Vocabulary…………………………………………………………………47

2.11. Teaching Strategies…………………………………………………………………50

2.12 Teacher-directed strategy……………………………………………………………54

2.13 Cooperating with peers………………………………………………..……………54

2.14 Learning vocabulary through peer-directed strategy……………………………….55

 

Chapter 3: Methodology

3.0) Introduction…………………………………………………………………………56

3.1) Design of the study………………………………………………………………….56

3.2) Participants or (Subjects) …………………………………………………………..56

3.3) Materials…………………………………………………………………….………57

3.4) Procedure …………………………………………………………………….……..57

3.5) Statistical analysis…………………………………………………………………..58

3.6) Summary…………………………………………………………………………….58

 

Chapter 4: Results

4.0. Introduction…………………………………………………………………………59

4.1 Assessing normality distribution of the participants on the vocabulary test…….….60

4.2 Comparing pre and posttests of vocabulary scores of the peer-directed group……..60

4.3 Comparing the performance of the peer-directed and the teacher-directed groups in the vocabulary pretest……………………………………………………………………57

4.4 Comparing the post test scores of peer-directed and teacher-directed groups………..62

4.5 Result of hypothesis testing…………………………………………………….……64

4.6 Summary……………………………………………………………………………..65

 

Chapter 5: Discussion and Implication

5.0 Discussion……………………………………………………………………….…..66

5.1Pedadogical Implication……………………………………………………….………67

5.2 Implication for teachers………………………………………………………………68

5.3 limitations of the study………………………………………………………………68

5.4 Suggestion for further research……………………………………………………….69

5.5 Summary ……………………………………………………………………………..69

 

References ……………………………………………………………….…………………..70

Appendices ……………………………………………………………………………….78

 

 

 

 

 

 

List of Tables

Table 2.1. Three levels of vocabulary……………….……………………………..…….25

Table 4.1 Paired samples t-test comparing pre and posttest scores of the peer-directed group……………………………………………………………..………………………60

Table 4.2 Descriptive Statistics for peer-directed and teacher-directed Groups of vocabulary pretest …………………………………………………………………….…61

Table 4.3 Levene’s Test for Equality of Variance in the Pretest ……………….….……61

Table 4.4 Comparing the pretest scores of peer-directed and teacher-directed groups …………………………………………………………………………………….………62

Table 4.5 Descriptive Statistics for peer-directed and teacher-directed Groups of vocabulary posttest ……………………………………………………………………….63

Table 4.6 Levene’s Test for Equality of Variance in the Posttest……….……………….63

Table 4.7 Comparing the posttest scores of peer-directed and teacher-directed groups………………………………………………………………………………………64