THE EFFECT OF PICTORIAL CONTEXT PROVISION TECHNIQUE ON IRANIAN PRE-INTERMEDIATE EFL LEARNERS’ VOCABULARY LEARNING (COMPREHENSION) AND RECALL

The aim of this paper was to examine the Effect of Pictorial Context Provision Technique on Iranian Pre-intermediate English as a foreign language (EFL) Learners’ Vocabulary learning (comprehension) and recall. For most second or foreign language learners, language-focused vocabulary instruction is an essential part of a language course. The assumption is that vocabulary growth is such an important part of language acquisition that it deserves to be planned for, deliberately controlled and monitored. Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. The subjects for this study were 120 Iranian male students who studying English as a foreign language in the first grade of high school in Ahvaz, Khuzestan, Iran. The instruments of this research were used: proficiency test, pre-test, and post-test. The outcome of this paper showed that the Iranian EFL learners learned vocabulary better through pictorial than traditional technique. Therefore, the first hypothesis is rejected. However, the second hypothesis is rejected. It means that there is a significant relationship between students’ level and their vocabulary learning. The result of this study is that pictorial technique can be a valuable and more effective way of teaching than traditional one, in particular, for large number of students.