Author/Authors :
Oğuz, Meryem Özge Akel MİLLÎ EĞİTİM BAKANLIĞI (MEB), Turkey , Oğuz, Meryem Özge Akel Dokuz Eylul University - Department of Foreign Language Education, Turkey , Çubukçu, Feryal Dokuz Eylul University, Turkey
Title Of Article :
The Effects of Implicit, Explicit and Blended Vocabulary Instruction on the Fourth Graders’ Achievement
Abstract :
The aim of this study was to explore the effectiveness of implicit, explicit and blended types of vocabulary instruction on the fourth graders and to discover their retention level. This quasi-experimental study was applied in 2011-2012 academic year in a state school in the western city of Turkey. Three fourth grade groups (N=40) participated to test the effectiveness of implicit, explicit and blended types of vocabulary instruction. Each group took a pre-test, post-test and delayed test and the results revealed that the students who received the explicit treatment statistically outperformed the other two treatment groups in the post-test and delayed post-test. Based on the findings of the study it can be concluded that foreign language learning programs should include the explicit vocabulary instruction especially for young learners.
NaturalLanguageKeyword :
Implicit vocabulary instruction , explicit vocabulary instruction , blended vocabulary instruction , retention , language teaching
JournalTitle :
Başkent University Journal Of Education
