The present study investigated the effect of three methods of vocabulary presentation, i.e., picture, song, and the keyword method on Iranian EFL learners' vocabulary recognition and production. The participants were 102 Iranian lower-intermediate EFL learners in Zaban Sara English language institute in Kermanshah. The participants were divided into three groups. Each group was instructed through a specified method of vocabulary presentation including picture, song, and the keyword method for a whole semester. The collected data were analyzed using two separate one-way ANOVA procedures. The results of both tests showed that the group instructed through picture had the best performance, followed closely by the group instructed through the keyword method. The group taught through the song method performed significantly worse than both the picture group and the Keyword Method group. The findings of the present study can have theoretical and practical implications for teachers, learners, and materials developers.
کلید واژگان :song, picture, the keyword method, vocabulary
ارزش ریالی : 350000 ریال
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