Volume 2, Issue 2, March 2014, Page: 62-67
Does Peripheral Learning Improve EFL Learners’ Spelling
Seyed Jalal Abdolmanafi Rokni, Department of English, Golestan University, Iran
Received: Feb. 9, 2014;       Published: Mar. 20, 2014
DOI: 10.11648/j.ijll.20140202.13      View  2921      Downloads  177
The aim of this mixed-method study was to explore the effect of peripheral learning on spelling skill of EFL learners. Two pre-intermediate classes were selected and randomly divided into two groups, namely experimental and control groups. They were studying English at Simin Language Institute in Qaemshahr, north of Iran. Before starting the treatment, a spelling test was administered to both groups as a pretest. Then, as treatment, the experimental group was exposed to realia, pictures, and posters plus texts, while the control group was not. Then, after the term-long treatment for 20 sessions, the two groups were administered the same spelling test as posttest. The results indicated that peripheral learning had a significant effect on spelling ability of the experimental group. The finding of the study paves the possible way for teachers to provide the grounds for peripheral learning and for learners to acquire knowledge without concentrating on the material all the time.
Peripheral Learning, Explicit Learning, Implicit Learning, Spelling
To cite this article
Seyed Jalal Abdolmanafi Rokni, Does Peripheral Learning Improve EFL Learners’ Spelling, International Journal of Language and Linguistics. Vol. 2, No. 2, 2014, pp. 62-67. doi: 10.11648/j.ijll.20140202.13
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