Implicit vs explicit vocabulary learning: which approach serves long-term recall better?

• Main Author: Mostafa Mirzaii
• Format: Article
• Language: English
• Published: Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2012
• Online Access: http://journalarticle.ukm.my/5367/1/18_2_1_Mirzaii.pdf; http://journalarticle.ukm.my/5367/; http://www.ukm.my/ppbl/3L/3LHome.html
• Institution: Universiti Kebangsaan Malaysia

The present study compared the effectiveness of Implicit Vocabulary Learning (IVL) through Extensive Reading with that of Explicit Vocabulary Learning (EVL) through activities requiring Deep-level Cognitive Processing on the long-term vocabulary recall of 62 Iranian intermediate EFL learners. The research method was quasi-experimental; the participants under investigation were divided into two groups: the IVL and the EVL, comprising 30 and 32 eligible participants, respectively. Prior to the treatment, both groups underwent a proficiency test namely, Preliminary English Test (PET), to ensure homogeneity among the participants. In the course of the study, the IVL participants did regular 20-minute in-class extensive reading. The EVL participants, on the other hand, were taught new vocabulary using activities which demanded deep-level cognitive processing. To compare the achievements of the two groups, a pre-test prior to the treatment and a post-test after the treatment were administered, both in the form of a standardized vocabulary test with three subtests meaning, preposition and collocation. Data analyses indicated significant improvement of both groups on the post-test. Concerning the subtests, nevertheless, while the EVL outperformed the IVL on meaning and preposition, the IVL did marginally better on the subtest of collocation.