16. Schmitt, N. (1997). Vocabulary Learning Strategies. In Schmitt, N. & McCarthy, M. (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp.

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1 16. Schmitt, N. (1997). Vocabulary Learning Strategies. In Schmitt, N. & McCarthy, M. (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp ). 17. Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge 18. Todd, L. (1987). An Introduction to Linguistics. Longman. New York Press. 19. Ur, P. (1996). A Course in Language Teaching.. Cambridge: Cambridge 20. Waring, R. (1999). Tasks for Assessing Second Language Receptive and Productive Vocabulary. Thesis for the degree of PhD. Of the University of Wales. 21. Wilkins, D. (1972). Linguistics in Language Teaching. Edward Arnold. 22. Zimmerman, C.B. (1997). Historical Trends in Second Language Vocabulary Instruction. In Second Language Vocabulary Acquisition, (pp.5-19). (Eds.). Coady, J. & Huckin, T. New York: Cambridge 343

2 exposure and contexts to new words. As words are always used in a particular context, therefore, in a particular sense or use, learners are confronted with them bit by bit as well. Learners require multiple exposures to a word before it becomes entrenched in the lexicon. The findings imply that the first year university students are in need of explicit vocabulary instruction. Therefore; the answers to the research questions (1) to what extent will explicit vocabulary instruction be successful in English language learning? (2) How can explicit instructional method be better exploited to meet students need? are that vocabulary knowledge or storage, increased. Judging the data and the students positive reactions to studying vocabulary, it appears that explicit vocabulary instruction is beneficial, given that direct instruction increased the quantity of words in the learners lexicon. Some students individual scores convinced the researcher that there is a place for at least short-term vocabulary instruction. REFERENCES 1. Bauer, L. (1983). English Word-formation. Cambridge 2. Baumann, JF. & Kame enui, EJ. (1991). Research on vocabulary instruction: Ode to Voltaire. In Flood, J. Jensen, J.M. Lapp, D. & Square, J.R. (Eds.), Handbook of research on teaching the language arts (pp ). New York: Macmillan. 3. Beck, I.L. & Mckeown, M.G ). Conditions of vocabulary acquisition. In Bar, R. Kamil, M.L. Mosenthal, P.B. & Pearson, P.D. (Eds.) Handbook of reading research (Vol. II, pp ). New York: Longman. 4. Broun. J.D. (1998) Understanding research in the second language learning Cambridge. Cambridge 5. Brown, H.D. (2000) Principles of Language Learning and Teaching. New York: Longman. 6. Celce-Murcia, M. (1991). Teaching English as a Second or Foreign Language. Boston: Heinle & Heinle Publishers. 7. Cook, V. (2001). Second Language Learning and Language Teaching. (3 rd Edition). Oxford: Oxford University Press Inc. 8. Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford 9. Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford 10. Ellis, R. (1999). The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press. 11. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Oxford Pergamon Press. 12. Krashen, S. (1989). We acquire vocabulary and Spelling by Reading: Additional evidence for The Input Hypothesis. The Modern Language Journal, 73, Larson-Freeman, D. (1986). Techniques and Principles in Language Teaching. New York. OUP. 14. Nation, P. (1990). Teaching and Learning Vocabulary. New York: Newbury House. 15. Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge 342

3 ALPHA DECISION LEVEL: The alpha is set at α.05 meaning only 5% chance error can be tolerated. CRITICAL VALUE: df=98 the corresponding critical value is 3.34 then: t obs t crit Now, we have collected the necessary information for testing our hypothesis. Statistical hypotheses: H 0 : E = C H 1 : E C Alpha Level: α.05, one-tailed (directional) decision. Observed statistics: t obs =5.21 Critical value: t crit =3.34 Degree of freedom: df = 98 Since the observed statistic is greater than the critical value ( ), the null hypothesis is rejected. Having rejected the null hypothesis, then the alternative hypothesis H 1 is automatically accepted. This means that there is only 05% probability that the observed mean difference: E C ( ) occurred by chance, or 95% probability that it was due to other chance factors. Interpretation of Results The interpretation of results should have two parts: significance and meaningfulness. The results revealed that the two means in the progressive test are different: E C ( ). The null hypothesis H 0 is rejected at P.05 which means that we are 95% sure that the relationship between the dependent variable D (the progressive test scores) and the independent variable ID (explicit vocabulary instruction) did not occur by chance. It was due to the role of explicit vocabulary instruction-based language teaching which contributed in developing and improving experimental group subjects vocabulary. In fact, the notion of significance does not certainly suggest meaningfulness. Therefore; we are in a position where we cannot over interpret the results in terms of meaningfulness even though they are statistically significant. Conclusion During the three weeks of the experimental treatment, our first year students received explicit vocabulary instruction in a serious attempt to enhance their vocabulary storage. The progress of the experimental group in the tests has proved the effectiveness of explicit vocabulary instruction-based language teaching in improving students level of language proficiency. All in all, the results presented here suggest that direct vocabulary instruction should be seen as an important step to vocabulary learning, providing learners with varied 341

4 ANALYSIS AND INTEREPRETATION OF THE RESULTS q SETTING UP STATISTICAL CONSIDERATIONS In order to determine the differences between both groups in detailed statistical picture, certain procedures should be taken: The Experimental Group Mean: = S 2 e= = 5.16 Variance: = = = (5.16)2 = = 1.9 S 2 e= 1.9 Standard deviation: The Control Group = S 2 c = Mean: = = 3.8 = 3.8 Variance: c2 = - (3.8)2 = =1.48 S 2 c= 1.48 SD= = 1.9 =1.37 SDe= 1.37 Standard deviation: SD= = 1.48 = 1.21 SDc= 1.21 q The difference of (1.36) in the means is an evidence of the experimental group better performance. q The difference of (0.16) in the SD confirmed the assumption which claims that the good results obtained by the experimental group are due to the explicit vocabulary instruction. T-TEST: Hypotheses testing t N 1 + N 2 = ( ) ( ) : t =5.21 ( ) DEGREE OF FREEDOM: df = (N 1-1) + (N 2-1) = (50-1) + (50-1) = 98 : df=

5 Table : means of scores on the pretest of both groups Groups Pretest Experimental group 2.94 Control group 3.32 Differences in the means THE PROGRESSIVE TEST The scores of both groups in the progressive test Experimental Group Control Group X C 261 X E 195 X C 5.25 X E 3.90 The sum of the scores shown in the table proves the over scoring of the experimental group (261Vs 195). The means of the scores of both groups reveal clearly the progress of the experimental group (1.32) Table: means of the scores on the progressive test of both groups Groups Progressive test Experimental group 5.22 Control group 3.90 Difference in the means 1.32 The scores of groups in the Posttest Experimental Group THE POSTTEST Control Group X C 500 X E 354 X C 10 X E 7.08 The sum of the scores obtained by the experimental group is higher than the control group (500 Vs 354) and this over scoring is presented by the difference in the means. All in all, the differences in the means of the tests from (-0.38 to 2.92) show the gains and the progress of the experimental group, hence, improving their language vocabulary proficiency level. Table: means of scores on the posttest of both groups Groups Posttest Experimental group 10 Control group 7.08 Difference in the means

6 The teacher provided different contexts and asked students if a word suited a particular context, e.g. injured, hurt, and wounded (negotiation and understanding); The teacher asked the students for the part of speech of a particular word, e.g. injured and injury, and; At the end of instruction, the teacher modelled the pronunciation of all the items that had been explained (hear the word) and; The students repeated each word aloud after the teacher (say the word). On the other hand, the control group was taught the same passages but without adopting the explicit vocabulary instruction; they were implicitly taught. Posttest Concerning the posttest, a writing frame was put on the board; the target vocabulary items were introduced and taught. The subjects performed an instructing task. They were instructed to write about 15 words on the topic A Cruel Sport. No dictionaries, the reading passages and peer or teacher helps were allowed. For consistency, the writing topic was limited to boxing. They were instructed to use the frame as a guide to paragraphs and to use any target item in any paragraph they wished as their writing was clear. The subjects were given 40 minutes for the vocabulary writing task. The researcher corrected the compositions, marked and highlighted whether the learners used correctly the target vocabulary items. Data Analysis Procedure Since the research yields such qualitative data, statistics is a basic tool of measurement. The research worker who uses statistics is concerned with more than the manipulation of data, statistical methods goes back to fundamental purposes of analysis and since we are using a particular experimental study, the Test of students t analysis of variance for testing significance is used as a statistical technique of data analysis. The scores of both groups in the Pretest: Experimental Group Summary of the Tests Results THE PRETEST Control Group X C 166 X E 147 X C 3.32 X E 2.94 N= number of the subjects X= the average of scores X= the sum of the scores The table of scores indicates how close the two groups are in terms of the sum of the scores (147 Vs 166). Comparison of the scores means clarifies the matter. The means reveals that the control group recorded a little bit higher than the experimental one as the difference is only (-0.38). This significance over scoring put as in position to claim that the vocabulary proficiency level is almost the same. 338

7 Participants The sample consists of two groups (classes of 50 students). The researcher obtained the consent of all students to participate in the study. They were all informed that the study was for research purposes only and were informed that the experiment was about language learning. The participants were also informed that they would carry out a number of tasks, but the number of tasks, the nature of the tasks, and dates for the tasks were not specified. Data Collection Instruments Pretest The data collection took place in 2012 and the data consisted of students answers. The pretest is usually intended to test both groups before the experimental treatment just to make sure that the two groups are likely the same in terms of aptitude, intelligence, language abilities and skills. Administering a pretest can give us a clear idea about the two groups genuine level in vocabulary. So, in order to determine the proficiency level of the students, the pretest was administered to both groups. Since our major concern here was on vocabulary, the test was tailored to focus more upon checking the knowledge of this part; vocabulary. Other skills were not considered in the test because they were not relevant to the area of our research. Both of the two groups were required to complete the vocabulary pretest that was administered during a regular English lesson where the researcher was also the teacher of the lesson. Progressive test A week after the vocabulary pretest, lessons were carried out. The researcher taught the participants the passages in four sessions (360 minutes) through whole three weeks. After a brief warm-up to the topic, the teacher reads the passage aloud to the class, pausing at appropriate points to explain vocabulary or to elaborate contexts and putting the vocabulary on the board. Following this, five or six students took turn to read aloud the passage to the class. The investigator taught the target vocabulary to the class adopting the following systematic vocabulary instruction model: The teacher asked for a particular word or item to express a particular concept. If students were unable to give the target item, the teacher supplied it (negotiation and understanding); The teacher wrote the target word on the board (visual representation of the word or spelling); The teacher asked other students for elaboration on the definitional meaning given by the student (negotiation and understanding); The teacher allowed students to negotiate meanings by confirming or disconfirming the meanings given by other students (negotiation and understanding); The teacher reinforced the students meanings by repeating the definition and elaborating it with contexts; Whenever appropriate, the teacher emphasized the differences in meanings of words (understanding); 337

8 learning even more difficult. Explicit instruction is an important contributor in the development and consolidation of vocabulary knowledge. One of the major tasks of English teachers is to enlarge the students vocabulary size. So, this research work investigates the effects of explicit vocabulary instruction on foreign learners vocabulary development. Statement of the Problem Within the context of English as a foreign language, it has been observed that students have serious problems in learning vocabulary; they cannot express their ideas because of their vocabulary shortage. In other words; students cannot communicate effectively if they do not know enough words. Hypotheses In this research, vocabulary learning and teaching is based on the recognition that 1) If vocabulary is explicitly taught, then students will face less difficulty in expressing their ideas through diverse ways given that they acquire new vocabulary words. 2) Implementing explicit vocabulary instruction helps students to make fewer mistakes in their writing. Research Questions The present research is centred on two major questions: 1) To what extent will explicit vocabulary instruction be successful in English language learning? 2) How can explicit instructional method be better exploited to meet students needs? The Objectives of the Study The present work focuses on vocabulary instruction for EL learners because advanced level English learners point out their lack of vocabulary as a major obstacle to achieving English proficiency. Much more research is needed concerning the appropriate vocabulary instruction for FL in universities. As such, the purpose of this research is to draw generalization about the effects of explicit vocabulary instruction for Ferhat Abbas University First Year Students of English based on the achievement outcomes. The Study Method Research Methodology In this study we are investigating, in a class experiment, the value of Explicit Vocabulary Instruction that is given to the experimental group. Our intention is to provide evidence that explicit vocabulary instructions would be more beneficial in helping learners learn foreign vocabulary. It is generally agreed that any experimental study is carried out to explore the strength of relationship between variables; our variables are the Explicit Vocabulary Instruction and the scores of the Tests. Explicit vocabulary instruction is the independent variable which is the students learning (acquisition) of vocabulary tests scores. 336

9 THE EFFECT OF EXPLICIT VOCABULARY INSTRUCTION ON FOREIGN LANGUAGE LEARNERS VOCABULARY DEVELOPMENT THE CASE STUDY OF FIRST YEAR STUDENTS OF ENGLISH AT SETIF UNIVERSITY SANA BOURAS SUPERVISED BY : DR : NADIA GRINE UNIVERSITE ANNABA ABSTRACT Explicit instruction is an important contributor in the development and consolidation of vocabulary knowledge. One of the major tasks of English teachers is to enlarge the students vocabulary size; therefore, it is necessary for the teachers to explore what method should be focused on concerning vocabulary instruction. This research work investigates the effect of explicit vocabulary instruction. In order to examine this, the study proposed two questions (1) To what extent will explicit vocabulary instruction be successful in English language learning? (2) How can explicit instructional method be better exploited to meet students need? The participants of this study were two groups of first-year students learning English as foreign language at Ferhat Abbas University (Setif). To attain such aim, we conducted an experimental study to confirm the hypothesis which states that if vocabulary is explicitly taught, then students will face less difficulty in expressing their ideas through diverse ways given that they acquire new vocabulary words. The learners under investigation proved to have learnt most of the vocabulary items. Résume L enseignement explicite est un facteur important dans le développement et la consolidation de la connaissance du vocabulaire. L une des tâches principales des enseignants d anglais est d accroitre la taille du vocabulaire des étudiants et par conséquent il est nécessaire que les enseignants explorent quelle méthode devrait être axé concernant l enseignement du vocabulaire. Ce travail de recherche étudie l effet de l enseignement explicite du vocabulaire. Afin d examiner cela, l étude a proposé deux questions de recherche (1) Dans quelle mesure l enseignement explicit du vocabulaire contribue t-il au succès de l apprentissage de l anglais? (2) Comment peut la méthode d enseignement explicite être mieux exploitée pour répondre aux besoins des étudiants? Les participants de cette étude étaient deux groupes d étudiants de première année apprenant l anglais comme langue étrangère à l Université Ferhat Abbas (Sétif). Pour atteindre un tel objectif, nous avons mené une étude expérimentale pour confirmer l hypothèse qui stipule que si le vocabulaire est explicitement enseigné, les étudiants seront confrontés à moins de difficultés à exprimer leurs idées à traverses façons, étant donné qu ils acquièrent de nouveaux mots de vocabulaire. Les apprenants visés par l enquête se sont avérés avoir appris la plupart des éléments de vocabulaire. General Introduction Learning a foreign language is not an easy task. For most learners it is a long painstaking process. The interference from the learners mother tongue and the great difference between the native and the target languages render the task of language 335

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