The purpose of this study was to determine whether word formation strategy improves vocabulary learning autonomy of Iranian intermediate EFL learners, or not. Hence, a group of seventy homo¬geneous students were selected.
They were randomly assigned to control and experi¬mental groups. Then, both groups enjoyed a series of similar instructions except that the students in experimental group were required to divide the words they are faced with to their meaningful and functional constituents. In order to make students learn vocabularies through analyzing them to their functional and grammatical affixes, they are led to relate the faced words to their relative groups and compare and contrast the similarities and differences between them. In this study the students used the books, which they studied in their institute.
Finally, in order to capture the probable significant effect of learning vocabulary autonomously through word-formation strategy on vocabulary learning of Iranian intermediate EFL students, a t-test was used. The results rejected the null hypothesis, and indicated that learning vocabulary through word formation strategy positively affected Iranian intermediate EFL students’ autonomous vocabulary learning.
|Keywords:||Word-Formation Strategy, Autonomy, EFL Learners, Vocabulary Learning|
Academic Vice-Chancellor, Department of English Language and Literature, Faculty of Art and Humanities, Islamic Azad University, Golestan, Iran (Islamic Republic of)
Iran (Islamic Republic of)
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