چکیده:
This quasi-experimental study investigated the effect of bottom-up and top-down instructional approaches on English as a foreign language (EFL) vocabulary recall and retention. To this end, 44 high school students from two intact classes were assigned to bottom-up (n = 21) and top-down (n = 23) groups. The participants were exposed to 20 hours of explicit vocabulary instruction during 10 weeks (2 sessions per week). Two tests, vocabulary size test (VST) and controlled productive knowledge tests (CPKT), were administered to measure the participants’ achievement before and after the treatment. The results of two-way repeated measures ANOVAs and independent samples t-tests revealed that the bottom-up group outperformed the top-down group on both immediate and delayed post-tests.
خلاصه ماشینی:
A Comparative Study of Effect of Bottom-up and Top-down Instructional Approaches on EFL Learners' Vocabulary Recall and Retention Mona Moradi Motlagh1&2 & Mohammad Taghi Farvardin3 'Department of English Language Teaching, Khouzestan Science and Research Branch, Islamic Azad University, Ahvaz, Iran 2Department of English Language Teaching, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
com Abstract This quasi-experimental study investigated the effect of bottom-up and top-down instructional approaches on English as a foreign language (EFL) vocabulary recall and retention.
The results of two-way repeated measures ANOV As and independent samples t-tests revealed that the bottom-up group outperformed the top-down group on both immediate and delayed post-tests Keywords: Bottom-up Approach, Top-down Approach, EFL Learners, Recall, Retention.
g. ; Field, 2004; Tsui & Fullilove, 1998), a great deal of studies conducted to investigate the effect of top-down and/or bottom-up processing in learning different skills, and their application in EFL classroom.
It has also been argued that top-down models of reading cannot be useful for language learners at elementary levels because knowledge of a minimum of 5000 words is essential to make top-down processing possible (Carrell & Eisterhold, 1983).
(2015) have first conducted a study to assess the relative effectiveness of two modes of academic English vocabulary instruction, bottom-up and top-down, in Chinese university students.
Independent Samples T-Testsfor the Vocabulary Size (View the image of this page) The results showed that bottom-up and top-down groups did not have significant difference in VST pre-test (t = .
But the present study benefited from delayed post-test to examine the learner's vocabulary retention.