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Article
Comparing the effects of direct and indirect learning strategies on Iranian EFL learners' vocabulary learning
Journal of Applied Linguistics and Language Research (2016)
  • Ali Taghinezhad
Abstract
Vocabulary is vital to English language teaching since without a sufficient knowledge of
vocabulary students are not able to understand others or to express their ideas. Therefore,
several indirect and direct strategies have been proposed to improve vocabulary learning.
Whether indirect or direct strategies can contribute more to vocabulary learning has been a
significant issue. Therefore, this study aimed at investigating the influence of indirect and
direct learning strategies on the vocabulary learning of Iranian EFL learners. To this end,
ninety upper-intermediate students were selected from two English language institutes in
Shiraz, Iran. Students were divided into two experimental groups. One experimental group
(A) received vocabulary instruction using direct learning strategies and the other group (B)
received vocabulary instruction using indirect learning strategies. After the instruction the
students were required to take a vocabulary examination. The results indicated that students
who received vocabulary instruction using indirect strategies outperformed their counterparts
in the other group. Implications of the findings are also discussed at the end of the study.

Keywords
  • direct/indirect learning strategies,
  • vocabulary instruction,
  • vocabulary knowledge,
  • vocabulary acquisition
Disciplines
Publication Date
February 1, 2016
Citation Information
Ali Taghinezhad. "Comparing the effects of direct and indirect learning strategies on Iranian EFL learners' vocabulary learning" Journal of Applied Linguistics and Language Research Vol. 3 Iss. 1 (2016) p. 133 - 143
Available at: http://works.bepress.com/ali_taghinezhad/13/