Mahdavi Resketi, B., Bagheri, B. (2014). EFL Learners’ Incidental Acquisition of English Phrasal Verbs through Enhanced Extensive Reading vs. Unenhanced Extensive Reading. International Journal of Foreign Language Teaching and Research, 2(8), 33-42.
Bahareh Mahdavi Resketi; Bahram Bagheri. "EFL Learners’ Incidental Acquisition of English Phrasal Verbs through Enhanced Extensive Reading vs. Unenhanced Extensive Reading". International Journal of Foreign Language Teaching and Research, 2, 8, 2014, 33-42.
Mahdavi Resketi, B., Bagheri, B. (2014). 'EFL Learners’ Incidental Acquisition of English Phrasal Verbs through Enhanced Extensive Reading vs. Unenhanced Extensive Reading', International Journal of Foreign Language Teaching and Research, 2(8), pp. 33-42.
Mahdavi Resketi, B., Bagheri, B. EFL Learners’ Incidental Acquisition of English Phrasal Verbs through Enhanced Extensive Reading vs. Unenhanced Extensive Reading. International Journal of Foreign Language Teaching and Research, 2014; 2(8): 33-42.
EFL Learners’ Incidental Acquisition of English Phrasal Verbs through Enhanced Extensive Reading vs. Unenhanced Extensive Reading
Receive Date: 11 January 2016,
Accept Date: 11 January 2016
Abstract
Abstract Acquiring vocabulary, as a significant and challenging part of language learning process, has always been consistent with reading. In this study, the researchers examined the effect of enhanced extensive reading on EFL learners’ incidental acquisition of English vocabulary, with specific focus on phrasal verbs. Twenty five homogenized participants were selected and divided into two groups of A (experimental group) and B (control group), with 12 and 13 students in each group respectively (N=25). The experimental group received enhanced extensive reading instruction, while the control group received unenhanced extensive reading instruction. After administering a pre-test and a post-test, collecting data and statistical analysis, the results revealed that the learners who received enhanced extensive reading outperformed the ones who received unenhanced extensive reading instruction.
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