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The Effect of Teaching Vocabulary through Visual Aids Exposure Task on Iranian EFL Learners’ Reading Comprehension Ability

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M.A. in Teaching English as a Foreign Language

The Effect of Teaching Vocabulary through Visual Aids Exposure Task on Iranian EFL Learners’ Reading Comprehension Ability

Abstract

This study was conducted to focus on how teaching vocabularies through visual aids exposure task has changed EFL learners’ reading comprehension among intermediate students in Iran in 2014. In doing so, 60 female intermediate students in a language institute in Rasht were assigned to experimental and control groups through random sampling. Then a quasi-experimental design was utilized. They took an OPT and the results indicated that the two groups were homogeneous. After a pre-test, the experimental group was taught to use visual aids. Results of T-test revealed that there was a significant difference between the two groups with students in the experimental group outperforming those in the control group. And the tentative hypothesis proposed in the study was rejected. So test results showed that teaching words through visual aids exposure task have effects on reading comprehension ability. The findings of this study could have some implications for teaching reading comprehension to EFL students.

Key Words

Reading comprehension, Task-based language teaching, EFL learners, Vocabulary, Visual learning aids

دسته: زبان خارجه, زبان خارجه برچسب: EFL Learners, Reading Comprehension, Task-based language teaching, Visual learning aids, vocabulary.

توضیحات

Table of Contents

Title Page

Abstract 1

Chapter One :Introduction

1.0. Introduction. 2

1.1. Theoretical Framework. 5

1.2. Statement of the Problem.. 6

1.3. Purpose of the Study. 8

1.4. Significance of the Study. 9

1.5. Research Question and Hypothesis. 10

1.6. Definition of Key Terms. 10

1.6.1. Vocabulary ……………………………………………………………………………………….. 10

1.6.2. EFL Vocabulary Learning ………………………………………………………………….. 11

1.6.3. Reading Comprehension …………………………………………………………………….. 11

1.6.4. Reading Strategy ………………………………………………………………………………..12

1.6.5. Task …………………………………………………………………………………………………. 12

1.6.6. Visual Learning …………………………………………………………………………………. 13

1.7. Summary. 13

Chapter Two :Review of the Literature

2.0. Introduction. 14

2.1. Reading Comprehension. 14

2.1.1. EFL Reading Comprehension ……………………………………………………………… 15

2.1.2. Reading Comprehension Strategies ……………………………………………………… 16

2.1.3. Teaching Reading Comprehension Strategies ……………………………………….. 16

2.1.4. Reading Comprehension in Iran ………………………………………………………….. 17

2.2. Vocabularies. 17

2.2.1. Teaching/Learning Vocabulary ……………………………………………………………. 18

2.2.3. The Role of Vocabulary in ESL/EFL …………………………………………………… 19

2.2.4. Vocabulary Instruction ……………………………………………………………………….. 19

2.2.5. Vocabulary and Reading Comprehension ……………………………………………… 21

2.2.6. The Importance of Vocabulary in Asian Countries, Especially Iran. 24

2.3. Visual Aids. 25

2.3.1. The Role of Visual Aids in Teaching Vocabulary ………………………………….. 26

2.3.2. Different Visual Aids …………………………………………………………………………. 27

2.3.3. How Visual Aids Work ………………………………………………………………………. 32

2.4. TBLT.. 33

2.4.1. Advantages and Disadvantages of TBLT ……………………………………………… 34

2.4.2. TBLT Procedures and Stages ………………………………………………………………. 36

2.4.3. The Design of TBLT ………………………………………………………………………….. 37

2.4.4. TBLT in EFL context …………………………………………………………………………. 38

2.4.5. TBLT in Iran …………………………………………………………………………………….. 39

2.5. Summary. 41

Chapter Three :Methodology

3.0. Introduction. 43

3.1. The Design of the study. 43

3.2. Participants. 44

3.3. Materials. 45

3.4. Procedure. 47

3.5. Methods of Analyzing Data. 49

3.6. Summary. 49

Chapter Four :Results and Discussion

4.0. Introduction. 50

4.1. Pilot Study. 51

4.2. Main Study. 51

4.2.1. Evaluation of overall foreign language proficiency ………………………………… 51

4.2.2. Examining the normality assumption of parametric tests applied for the research question ……………………………………………………………………………….. 52

4.2.3. The research question …………………………………………………………………………. 54

4.3. Summary. 59

Chapter Five :Discussion

5.0. Introduction. 60

5.1. General Discussion. 60

5.2. Implications of the Study. 61

5.3. Limitations of the Study. 62

5.3.1. Sample Size ………………………………………………………………………………………. 62

5.3.2. Time Period ………………………………………………………………………………………. 62

5.4. Suggestions for Further Research. 63

References. 66

Appendixes

Appendix A: OPT.. 84

Appendix B: Pre-test 94

Appendix C: Post-test 97

List of tables

Table 4.1. Reliability Statistics. 51

Table 4.2. Statistics for the results of OPT test 52

Table 4.3. Statistics for the pre- and post-test scores of the control and experimental groups 53

Table 4.4. The normality assumptions of the sample distributions. 54

Table 4.5. Group statistics for the control and experimental groups on reading pre-test 55

Table 4.6. Independent Sample Test for the control and experimental groups’ pre-test reading scores. 55

Table 4.7. Group statistics for the control and experimental groups on reading post-test 57

List of Figures

Figure ‎1.1. TBLT Framework by Willis. 6

Figure ‎2.1. A word map sample. 30

Figure 2.2. A semantic map sample. 31

Figure 2.3. A concept-of-definition map sample. 31

Figure 3.1. The design of the study. 44

Figure 4.1. Experimental and control groups’ score in reading pre-test 56

Figure 4.2. Experimental and control groups’ score in reading post-test 58

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