期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2012
卷号：1
期号：1
页码：28-42
出版社：Brahmaputra Publishing House
摘要：The main aim behind the present study was to explore the effect of text-generation on incidentalvocabulary learning in EFL and ESL contexts. The total number of one hundred and thirty twomale and female students participated in the study.Homogeneity of the subjects was ascertained by a TOEFL test. A multiple-choice vocabularytest, developed based on the target vocabulary items in the twelve selected passages, was used asa pre-test and post-test. In the treatment period, students were presented with scrambled texts.Clearly, the target vocabulary items were underlined. The subjects were told to rearrange thesentences into the sequence that made the maximum sense to them (text-generation).Whileperforming the task, students were supposed to guess the meanings of those vocabulary items.Data analysis manifested that those students who are in ESL context scored significantly higherthan their peers in EFL context. Further, it has been revealed that text-generation hadsignificantly impact either on EFL or EFL learners in incidental vocabulary learning.
