Lexical Elaboration and Typographical Enhancement: Their Discrete and Combined Impact on Incidental Vocabulary Learning

Authors : Amir Hossein SOHBATİ, Mohsen BOROUMAND, Farzaneh KHAKZAD ESFAHLAN

Pages : 1-11

Doi:10.31458/iejes.757203

View : 17 | Download : 6

Publication Date : 2021-04-09

Article Type : Research Paper

Abstract :The present study examined two input modification techniques, namely lexical elaboration insert ignore into journalissuearticles values(LE); and typographical enhancement insert ignore into journalissuearticles values(TE);, and the combination of these two insert ignore into journalissuearticles values(LE & TE); to seek the difference among them as far as incidental vocabulary learning through reading is concerned. Ninety-six Iranian EFL students whose reading proficiency was at intermediate level were divided into four groups and respectively read texts which were insert ignore into journalissuearticles values(a); lexically elaborated, insert ignore into journalissuearticles values(b); typographically enhanced, insert ignore into journalissuearticles values(c); both lexically elaborated and typographically enhanced, or insert ignore into journalissuearticles values(d); unmodified baseline. Right after reading, their incidental vocabulary learning was assessed by means of a modified version of Paribakht and Wesche’s insert ignore into journalissuearticles values(1997); Vocabulary Knowledge Scale insert ignore into journalissuearticles values(VKS);. Results of the ANOVA demonstrated a significant difference among the four groups. In order to pinpoint where the differences exactly lay, a multiple comparison was done through the application of a post-hoc Scheffe Test. The results suggested that students performed significantly better on a text that had undergone both modification techniques insert ignore into journalissuearticles values(i.e. double-treatment);. However, lexical elaboration alone did not have a statistically significant effect on incidental vocabulary learning through reading. More interestingly, there was no significant difference between the double-treatment and typographical enhancement groups although their mean scores were different. 
Keywords : Input modification, lexical elaboration, typographical enhancement, incidental vocabulary learning