期刊名称：International Journal of Research Studies in Education
印刷版ISSN：2243-7703
电子版ISSN：2243-7711
出版年度：2016
卷号：5
期号：4
语种：English
出版社：Consortia Academia Publishing
摘要：The present study with a quasi- experimental design, aimed at comparing the effect of semantically related and semantically unrelated clustering on elementary EFL Iranian learner’s recognition ability and their retention. Participants were divided into two groups of 30 learners at elementary level, randomly assigned as experimental and control groups. They were all females, with the age range of 12 to 14, learning English at one of the language Institutes in Mashhad, Iran. Some instruments were used for collecting the research data. The experimental group underwent semantic clustering in which they were provided with eight lists of words, whereas the control group was presented eight unrelated word list with their pictures. An ANCOVA test was used to compare the effectiveness of two groups during short and long period of time. The comparison of two groups in post immediate test have shown that control group outperformed the experimental group, whereas for the delayed test, the results showed a significant difference in favor of semantically related over semantically unrelated clustering. The results have some implications for teaching of foreign language vocabulary instruction.
关键词：flashcard;long term;recognition;retention;semantically related clustering;semantically unrelated clustering;short term
