Powerful Vocabulary Acquisition through Texts Comparison

Mohammad Reza Hasannejad, Hamid Bahador, Seyyed Ali Kazemi


This study aimed to investigate if dual version reading comprehension had a positive effect on Intermediate EFL students’ general vocabulary acquisition, receptive and productive knowledge of vocabulary and students’ synonymous power of words. Two groups were selected - the experimental group and the control group. The study included: (1) four pretests (2) the dual version reading comprehension, and (3) four posttests. It was found that there was no significant difference between the two groups of students on the pretests. However there was a significant difference between the two groups of the students on the posttests. Overall, the dual version reading comprehension vocabulary-learning made the experimental group learners outperformed the control groups in terms of their performance on four types of vocabulary tests. This indicates that students following dual version reading comprehension were more successful in vocabulary acquisition, and developing their receptive knowledge of vocabulary, transferring their receptive knowledge in to the productive knowledge and enhancing the memorization of the synonymous words.



Dual version reading comprehension, Receptive knowledge, Productive knowledge, Synonymous power

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DOI: https://doi.org/10.7575/aiac.ijalel.v.4n.2p.213


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