THE EFFECT OF VOCABULARY LEARNING STRATEGY INSTRUCTION ON THE DEPTH OF VOCABULARY KNOWLEDGE

A notable body of research in English Language Teaching shows that not all Strategy-Based Instruction (SBI) studies have been successful in a true sense of the word. Some SBI programs have been effective in various skill areas but not in others, even within the same study (Oxford, 1989). The current study investigated the effect of vocabulary learning strategy instruction on the depth of vocabulary knowledge among a group of low intermediate Iranian EFL students. To achieve this purpose, a language proficiency test of PET (Prelimenary English Test) was administered to ninety-three students of Islamic Azad University of Arak in Iran. Sixty one students whose scores fell between one standard deviation below the mean and one standard deviation above the mean were selected as the participants of the study. The selected participants were randomly divideded into two groups and were randomly assigned to control group and experimental group. Both groups worked on the same reading passages and textbook. The students in experimental group were also instructed in vocabulary learning strategies and the use of vocabulary learning strategies while the students in control group received conventional teaching vocabulary training without any treatment for 13 sessions. The result of the data analysis indicated that vocabulary learning strategy instruction had positive impact on depth of vocabulary knowledge of students. The results of the study from the theoretical point of view may lead to a better undrestanding of the nature of language learning in general ,especially in foreign languagage learning contexts.Moreover,the findings may be found useful for the practitioners involved in the area of curriculum planning,material development and syllabus designing.