1.1.2. Definitions of vocabulary………………………………………………………………………………….. 14

 

 

1.1.3. Second Language Vocabulary…………………………………………………………………………… 15

 

 

1.1.4. Definition of the technical terms: Verbal and Visual Techniques………………………… 16

 

 

1.1.4.1. Verbal language features………………………………………………………………………………… 16

 

 

1.1.4.2. Visual language features………………………………………………………………………………… 17

 

 

1.1.5. Significance in language learning……………………………………………………………………….. 18

 

 

1.1.6. Statement of the Problem………………………………………………………………………………….. 19

 

 

1.1.7. Research questions…………………………………………………………………………………………… 20

 

 

1.1.8. Research Hypotheses. 20

 

 

1.1.9. Organization of the study………………………………………………………………………………….. 21

 

 

Chapter Two: Review of Literature

 

 

2.1. Literature review………………………………………………………………………………………………….. 23

 

 

2.1.1. Background to vocabulary teaching………………………………………………………………….. 23

 

 

2.1.2. Vocabulary and Its Importance………………………………………………………………………… 27

 

 

2.1.3. EFL Vocabulary. 29

 

 

2.1.3.1. Definition of Vocabulary……………………………………………………………………………….. 29

 

 

2.1.3.2. Types of Vocabulary. 29

 

 

2.1.3.3. The Role of Vocabulary in TEFL…………………………………………………………………… 30

 

 

2.1.4. Factors Affecting Vocabulary Learning and Retention………………………………………. 31

 

 

2.1.5. What does it mean to know a word?………………………………………………………………… 32

 

 

2.1.6. Verbal and visual techniques of vocabulary teaching…………………………………………. 35

 

 

2.1.7. What is visual instruction in new vocabulary learning?……………………………………… 38

 

 

2.1.8. The effect of synonymy on L2 vocabulary achievement 40

 

 

2.1.9. The effect of exemplification on vocabulary achievement………………………………….. 41

 

 

2.1.10. The effect of visual aids on vocabulary achievement……………………………………….. 43

 

 

Chapter Three: Methodology

 

 

3.1. Introduction………………………………………………………………………………………………………… 48

 

 

 

3.2. Participants. 48

 

 

3.3. Instruments. 49

 

 

3.3.1. Visual and verbal……………………………………………………………………………………………… 49

 

 

3.4. Data Colection Procedure……………………………………………………………………………………. 50

 

 

3.5. Data analysis………………………………………………………………………………………………………. 52

 

 

Chapter Four: Results and Discussion

 

 

4.1. Introduction. 55

 

 

4.2. Results and discussion…………………………………………………………………………………………. 55

 

 

4.2.1. Semiotics and vocabulary teaching……………………………………………………………………. 62

 

 

4.2.2. Dual coding theory (DCT)………………………………………………………………………………… 63

 

 

4.2.3. Cognitive load theory (CLT) 65

 

 

Chapter five: Summary and Conclusion

 

 

5.1. Discussion. 68

 

 

5.2. Procedure……………………………………………………………………………………………………………. 68

 

 

5.3. Conclusion. 70

 

 

5.4. Future Directions…………………………………………………………………………………………………. 72

 

 

5.5. Limitations………………………………………………………………………………………………………….. 73

 

 

5.6. Recommendations to School Administrations and Supervisors. 74

 

 

5.7. Recommendations to Teachers of English……………………………………………………………. 74

 

 

5.8. Summary. 74

 

 

References………………………………………………………………………………………………………………….. 77

 

 

Appendices. 82

 

 

 

List of Table

 

 

Table 4.1. pretest score means of the groups under study…………………………………………… 57

 

 

Table 4.2.pretest scores means…………………………………………………………………………………… 57

 

 

Table 4.3. Posttest scores……………………………………………………………………………………………. 58

 

 

Table 4.4. estimating posttest scores based on AVNOVA method……………………………… 58

 

 

Table 4.5. Pretest and posttest raw scores of groups 1, 2, and 3………………………………….. 59

 

 

 

List of Figure

 

 

Figure4.1.Vocabulary achievement of three experimental groups in pre and posttest      61

 

 

 

Abstract

 

 

This report investigated the sensible impact of verbal, visual and a combination of verbal-visual techniques on vocabulary enhancement of Iranian high school students in Sirvan (Iran). The subjects were 60 male native speakers of Persian and Kurdish in intermediate level of L2 proficiency ranging in age from 15 to17. In order to have homogeneous groups, the students last year scores were look at between the three groups of 12-17, there part. In order to state the reliability of this test, the split –half method was utilized .The second one was question elicited demographic information such as names, age and job of father. They were selected from among seven classes and divided into three groups of 20, namely group 1, 2 and 3.The classes were held two days in a week, each day one hour, in Winter, 2014. The lexical items were taught to experimental groups by verbal (synonymy and exemplification), visual (pictures, flashcards, blackboard drawings and photographs) and verbal-visual techniques respectively. Put another way, group1 was treated by using visual aids (pictures, photographs, and flash cards), groups 2 was treated by verbal techniques (synonyms and exemplification). For this group no aids were used, but rather they used exemplification and synonyms, group2 was treated by using visual aids (pictures, photographs, and flash cards). For group 3, verbal and visual techniques were used complementary to convey meaning of the lexis. During the ten sessions of the treatment, 70 vocabularies were instructed to the three groups, Results of one way ANOVA showed that when verbal or visual techniques were used alone, verbal techniques manifested more vocabulary acquisition than visual modality and among three techniques employed in this study, complementary use of verbal-visual techniques was the most effective. It may be concluded that in directing the learners toward the ability of vocabulary skill, teachers should not solely rely on verbal cues and can benefit to a large extent from non-verbal aids. Results obtained from this study may have pedagogical implications in the areas of syllabus design and teaching methodology.

 

 

 

Keywords: Vocabulary achievement, Verbal techniques, Visual techniques, EFL

 

Chapter One:
Introduction

 

 

1.1.Introduction