Attya, A., Qoura, A., Mostafa, A. (2019). Using the Lexical Approach - Based Activities To Enhance EFL Preparatory Stage Students' Vocabulary Learning. Journal of Research in Curriculum Instruction and Educational Technology, 4(2), 73-91. doi: 10.21608/jrciet.2019.31938
Aya El-sayed El-shahat Attya; Aly A. Qoura; Asmaa A. Mostafa. "Using the Lexical Approach - Based Activities To Enhance EFL Preparatory Stage Students' Vocabulary Learning". Journal of Research in Curriculum Instruction and Educational Technology, 4, 2, 2019, 73-91. doi: 10.21608/jrciet.2019.31938
Attya, A., Qoura, A., Mostafa, A. (2019). 'Using the Lexical Approach - Based Activities To Enhance EFL Preparatory Stage Students' Vocabulary Learning', Journal of Research in Curriculum Instruction and Educational Technology, 4(2), pp. 73-91. doi: 10.21608/jrciet.2019.31938
Attya, A., Qoura, A., Mostafa, A. Using the Lexical Approach - Based Activities To Enhance EFL Preparatory Stage Students' Vocabulary Learning. Journal of Research in Curriculum Instruction and Educational Technology, 2019; 4(2): 73-91. doi: 10.21608/jrciet.2019.31938
Using the Lexical Approach - Based Activities To Enhance EFL Preparatory Stage Students' Vocabulary Learning
Mansoura University, Faculty of Education, Department of Curriculum & Instruction
Abstract
Abstract:
V
ocabulary has been considered as the building block of language. EFL teachers almost always apply traditional techniques for teaching new vocabulary. The present study aimed to discover the effects of a fairly new vocabulary learning technique that is, teaching vocabulary through activities based on the lexical approach learning. This experiment utilized a Pre-post -test. Fifty students at the preparatory stage were selected through convenient sampling. They were divided into two groups of 25. The present study adopted the quasi-experimental design, using one experimental group and one control group. The experimental group was taught through the treatment i.e., studying vocabulary through collocations, whereas the control group was taught vocabulary through the traditional methods of presenting vocabulary that is suggested in the Teacher's Guide. The two groups were tested before and after the experiment. The results demonstrated that vocabulary learning through collocations eventuated in a better learning of the words than teaching them by means of classical techniques and improves learning of new words.
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