The Effects of Isolated, Integrated and Synonym Generation Techniques on L2 Vocabulary Learning

This study was an attempt to investigate the effects of isolated, integrated and synonym generation techniques of L2 vocabulary instruction on Iranian EFL learners' short and long term vocabulary comprehension and production. For this purpose, 90 Intermediate level students were selected and randomly assigned to three experimental groups. Each group received instruction through a different technique of vocabulary instruction; namely, isolated, integrated, and synonym generation instruction. At the end of the experimental period, immediate and delayed post-tests were administered. The obtained data were analyzed using one-way ANOVA procedures. Results showed that among the three techniques for teaching vocabulary, integrated vocabulary instruction had the most desirable effect on the learners’ short and long term vocabulary comprehension and production.

isolated vocabulary instruction, integrated vocabulary instruction, synonym