Student Teachers’ Vocabulary Enhancement: Effects of Literature-based Collaborative and Collaborative-Cooperative Input-Output Instruction
محورهای موضوعی : Journal of Applied Linguistics StudiesSara Salehpour 1 , Biook Behnam 2 , Zohreh Seifoori 3
1 - Ph.D. Candidate in TEFL, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
3 - Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran.
کلید واژه: Collaboration, Comprehensible input, Cooperation, Language output, Literature-based vocabulary learning,
چکیده مقاله :
Applied linguistics is replete with research on vocabulary instruction. However, the controversy over what input to select and how to process the emerging output to arouse learners’ interest, maintain authenticity, and maximize lexical mastery remains open to debate. The dilemma is more serious for pre-service English teachers who lack lexical competence. The current study explores the effect of literature-based input-output collaborative and collaborative-cooperative instruction on Iranian student teachers’ vocabulary learning. To this end, 49 student teachers, whose English proficiency homogeneity was initially verified, were selected through convenience sampling and divided into three groups. The groups were randomly assigned to a control and two experimental condition(s), receiving a conventional, a collaborative input-output, and a collaborative-cooperative input-output instruction respectively while working on the same literary texts. Based on a quasi-experimental design, the data were collected through two researcher-made pre- and post-treatment vocabulary measures. Although the data analysis revealed a substantial improvement in all the groups’ knowledge of the target vocabulary, the impact of the two modes of literature-based interactive input-output instruction was found to be more significant than that of the literature-based conventional one. Nonetheless, no significant distinction was found between the two interactive modes affecting vocabulary learning.
Applied linguistics is replete with research on vocabulary instruction. However, the controversy over what input to select and how to process the emerging output to arouse learners’ interest, maintain authenticity, and maximize lexical mastery remains open to debate. The dilemma is more serious for pre-service English teachers who lack lexical competence. The current study explores the effect of literature-based input-output collaborative and collaborative-cooperative instruction on Iranian student teachers’ vocabulary learning. To this end, 49 student teachers, whose English proficiency homogeneity was initially verified, were selected through convenience sampling and divided into three groups. The groups were randomly assigned to a control and two experimental condition(s), receiving a conventional, a collaborative input-output, and a collaborative-cooperative input-output instruction respectively while working on the same literary texts. Based on a quasi-experimental design, the data were collected through two researcher-made pre- and post-treatment vocabulary measures. Although the data analysis revealed a substantial improvement in all the groups’ knowledge of the target vocabulary, the impact of the two modes of literature-based interactive input-output instruction was found to be more significant than that of the literature-based conventional one. Nonetheless, no significant distinction was found between the two interactive modes affecting vocabulary learning.
