The Effect of Teaching Vocabulary through Word-Formation Strategy on Vocabulary Learning Autonomy of EFL Learners
The purpose of this study was to determine whether word formation strategy improves vocabulary learning autonomy of Iranian intermediate EFL learners, or not. Hence, a group of seventy homogeneous students were selected. They were randomly assigned to control and experimental groups. Then, both groups enjoyed a series of similar instructions except that the students in experimental group were required to divide the words they are faced with to their meaningful and functional constituents. In order to make students learn vocabularies through analyzing them to their functional and grammatical affixes, they are led to relate the faced words to their relative groups and compare and contrast the similarities and differences between them. In this study the students used the books, which they studied in their institute. Finally, in order to capture the probable significant effect of learning vocabulary autonomously through word-formation strategy on vocabulary learning of Iranian intermediate EFL students, a t-test was used. The results rejected the null hypothesis, and indicated that learning vocabulary through word formation strategy positively affected Iranian intermediate EFL students' autonomous vocabulary learning.
Keywords: Word-Formation, Strategy, Vocabulary Learning, Autonomy, EFL Learners
Academic Vice-Chancellor, Department of English Language and Literature
ACADEMIC BACKGROUNDS: M.A. in TEFL Institution: Department of English Language Teaching, Azad University of Garmsar, Garmsar, Semnan , Iran
Bachelor of Art in English Language Translation Institution: Department of English Language Teaching, Azad University of Rud-e-hen, Rud-e-hen, Tehran , Iran
Affiliation not supplied