The Effects of Implicit, Explicit and Blended Vocabulary Instruction on the Fourth Graders’ Achievement
Abstract
The aim of this study was to explore the effectiveness of implicit, explicit and blended types of vocabulary instruction on the fourth graders and to discover their retention level. This quasi-experimental study was applied in 2011-2012 academic year in a state school in the western city of Turkey. Three fourth grade groups (N=40) participated to test the effectiveness of implicit, explicit and blended types of vocabulary instruction. Each group took a pre-test, post-test and delayed test and the results revealed that the students who received the explicit treatment statistically outperformed the other two treatment groups in the post-test and delayed post-test. Based on the findings of the study it can be concluded that foreign language learning programs should include the explicit vocabulary instruction especially for young learners.
By submitting a manuscript to BUJE, an author or all authors accept(s) following items:
- The manuscript I have submitted to BUJE for review is original and, it is not concurrently being considered for publication by any other journal(s).
- The manuscript has been written by the stated author(s) and has not been published in any format elsewhere.
- The manuscript does not violate or infringe the copyright, or other rights of any person or entity.
- The author(s) agrees to grant the following rights to BUJE:
- the right to edit and process the manuscript,
- the right to publish the manuscript in digital form on the Web and in print.
