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ERIC Number: EJ935411
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0826-435X
The Effect of Three Consecutive Context Sentences on EFL Vocabulary-Learning
Baleghizadeh, Sasan; Shahry, Mohammad Naseh Nasrollahy
TESL Canada Journal, v28 n2 p74-89 Spr 2011
Investigations into the role of context have often failed to find a positive role for this in vocabulary learning. This study, following a line of research concerned with the role of context, adds to the literature by examining the effect of three consecutive context sentences instead of one. Thirty-three Iranian EFL learners were asked to learn 20 challenging English words in two conditions. They encountered half of the words in three consecutive sample sentences plus their Farsi equivalents and the other half merely with their Farsi equivalents devoid of any context sentences. The results of both immediate and delayed post-tests revealed a positive role for context sentences in vocabulary learning. It is proposed that successful vocabulary learning through context sentences could be attributed to the mixed effects of both context and frequency of occurrence. (Contains 4 tables.)
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Identifiers - Assessments and Surveys: Test of English as a Foreign Language