The impact of lexically-based language teaching on students' achievement in learning English as a foreign language

被引：3
|
作者：
Rahimi, Mehrak [1 ]
Momeni, Ghodrat [1 ]
Nejati, Reza [1 ]
机构：
[1] Shahid Rajaee Teacher Training Univ, English Dept, Fac Humanities, Tehran 1678815811, Iran
来源：
WORLD CONFERENCE ON LEARNING, TEACHING & ADMINISTRATION - 2011 | 2012年 / 31卷
关键词：
Lexically-based language teaching; achievment; EFL; concordancers; PROGRAM;
D O I：
10.1016/j.sbspro.2011.12.012
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study investigated the impact of Lexically-Based Language Teaching (LBLT) on Iranian high-school students' English achievement. Sixty students participated in a pre-test-post-test quasi-experimental design. Within 16 weeks, new words of the English textbook were taught to the control group based on traditional techniques of teaching vocabulary such as translation and explanation. Meanwhile, new words were taught to the experimental group using LBLT techniques including noticing/recording language patterns and collocations and working with concordancers. The results showed a significant difference between two groups' achievement in favour of the experimental group in learning vocabulary and reading but not in grammar. by Elsevier Ltd. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Prof. Huseyin Uzunboylu.
引用
收藏
页码：31 / 36
页数：6
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