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  2800      Downloads  175
Abstract
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.
Keywords
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
Reference
[1]
Alemi, M.&Tayebi, A. (2010).The Influence of Incidental and Intentional Vocabulary Strategy Use on Learning L2 Vocabularies.Journal of Language Teaching and Research, 2(1), 81-98. doi:10.4304/jltr.2.1.81-98.
[2]
Allen, F.A. (1983). Techniques in Teaching Vocabulary. New York: Oxford University Press.
[3]
Ahmad, J. (2011). Incidental vs. Intentional vocabulary learning.Interdisciplinary Journal of Contemporary Research in Business, 3(5), 67-75.
[4]
Bahmani. M. Pazhakh, A. &Raeesharif, M. (2012). The effect of peripheral learning on vocabulary acquisition, retention and recall among Iranian EFL learners.Higher Education of Social Science, 3(1), 44-52. Available from URL: http://www.cscanada.net/index. php/hess/article/view/j.hess.1927024020120301.1132 DOI: http://dx.doi. org/10.3968/j.hess.1927024020120301.1132.
[5]
Crystal, D. (2003). A Dictionary of Linguistics and Phonetics. 5th ed. Oxford: Blackwell Publishers Ltd.
[6]
Ellis, R. (1999). Learning a second language through interaction. Amsterdam: John Benjamin's Publishing Company.
[7]
Ellis, N.C. (2008). Usage-based and form-focused SLA: The implicit and explicit learning of constructions. In A. Tyler, Y. Kim, & M. Takada (Eds.), Language in the context ofuse: Cognitive and discourse approaches to language and language learning (pp. 93-120). Amsterdam: Mouton de Gruyter.
[8]
Huckin, T. &Coady, J. (1999). Incidental vocabulary acquisition in a second language: a review. Studies in Second Language Acquisition, 21, 181-193.
[9]
Hulstijn, J.H. (2003). Incidental and intentional learning.In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 349-381). Oxford: Blackwell.
[10]
Laufer, B. (1997). The lexical plight in second language reading. In J. Coady& T. Huckin (eds.), Second Language Vocabulary Acquisition: A Rationale for Pedagogy (20-34). Cambridge: CUP.
[11]
Li, Q. (2013). Incidental and Intentional Vocabulary Learning: A Case Study of Meaning-Given, Meaning-Inferred with MC, and Pure Meaning-Inferred Methods on the Retention of L2 Word Meanings in a Chinese University. Education Journal, 2(4), 138-148. DOI: 10.11648/j.edu.20130204.16.
[12]
Maftoon, P.,Hamidi, H., &Sarem, S. N. (2012). The effects of CALL on vocabulary learning: A case of Iranian intermediate EFL learners. Broad Research in Artificial Intelligence and Neuroscience, 3(4), 19-30.
[13]
McCarthy, M. (1990).Vocabulary. Oxford: University Press.
[14]
Mehmet, G., Burcu, S., &Bulent, A. (2012). The effect of peripheral learning applied in English instruction on English idioms learning. IJER, 3(30), 19-34.
[15]
Min, Y.K. (2013). Vocabulary acquisition: Practical strategies for ESL students. Journal ofInternational Students, 3(1), 64-69.
[16]
Nagy, W.E., Anderson, R.C. & Herman, P.A. (1987).Learning word meanings from context during normal reading.American Educational Research Journal, 24(2), 237-270.
[17]
Nagy, W.E., Herman, P.A. & Anderson, R.C. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253.
[18]
Nation, I.S.P. (1990). Teaching and learning vocabulary. New York: Newbury House Publishers.
[19]
Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: CUP.
[20]
Ramsoy, T.E. & Overgaard, M. (2004). Introspection and subliminal perception.Phenomenology and the Cognitive Sciences, 3, 1-23.
[21]
Rashidi, N. &GanbariAdivi, A. (2010).Incidental vocabulary learning through comprehension-focused reading of short stories.Journal of English Language Teaching and Learning, 53(217), 111-129.
[22]
Reider, A. (2003). Implicit and explicit learning in incidental vocabulary acquisition.VIEWS, 12, 24-39.
[23]
Richard, J.C. & Schmidt, R. (Eds.). (2002). Longman dictionary of language teaching and applied linguistics (3rded.). London: Longman.
[24]
Schmidt, R. (1990). The Role of Consciousness in Second Language Learning.Applied Linguistics, 11, 129-158.
[25]
Schmitt, N. (2000). Vocabulary in language teaching.Cambridge: Cambridge University Press.
[26]
Segler, T., Pain, H. &Sorace, A. (2002).Second language vocabulary acquisition and learning the strategies in ICALL environments.Computer Assisted Language Learning, 15(4), 409-14.
[27]
Swanborn, M.S.L, & de Glopper, K. (2002).The impact of reading purpose on incidental word learning from context.Language Learning, 52, 95-117.
[28]
Taylor, E. (1988). Subliminal learning: An eclectic approach. Salt Lake City, UT: Just Another Reality.
[29]
Wesche, M. &Paribakht, S. (1999). (eds.). Incidental L2 Vocabulary acquisition: Theory, current research, and instructional implications. Studies in Second LanguageAcquisition, 21(2), 175-335.
Browse journals by subject