LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:8 August 2015
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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The Impact of Iranian EFL Learner’s Gender on Their Vocabulary Retention Ability Regarding Authentic Versus Non-authentic Texts

Shirin Nematollahi
Islamic Azad University, Arak Branch, Iran
Mojtaba Maghsoudi (Corresponding Author)
Farhangian University, Iran

Abstract

In this current study the researchers have tried to investigate the possible effect of Iranian EFL learners’ gender on their ability of vocabulary retention concerning authentic versus non-authentic texts. Despite a great deal of studies conducted in the area of EFL/ESL learning, the effect of EFL learners’ gender on their vocabulary retention regarding authentic versus non-authentic texts has almost gained little attention and been under- researched. To this end and to fill this gap, the sample selection was done by a proficiency PET (Preliminary English Test). So, out of 114 EFL learners, 74 learners both male and female were chosen as the participants to take part in the research. The findings from repeated measurement test revealed that the learners’ gender has no impact on EFL learners’ vocabulary retention ability in authentic and non-authentic texts.

Keywords: authentic text, non-authentic text, vocabulary retention, EFL learners

1. Introduction
1.1. The Matter of Word, Vocabulary and Comprehension

Nash and Snowling (2006) describe vocabulary as “the knowledge of words and their meanings” (p. 336). While Sheehan (2002) states vocabulary is “the ability to understand and use words to acquire and convey meaning”. (Vocabulary, p. 1) Vocabulary is an essential element of reading instruction.

Clearly, vocabulary and comprehension are closely connected skills. Each skill is imperative to reading achievement, yet one relies heavily on the other. This intricate relationship has been documented by many researchers. “Vocabulary development is both an outcome of comprehension and a precursor to it, with word meanings making up as much as 70-80% of comprehension”. (Bromley, 2002, p. 528) Harmon (2002) notes, “Many students continue to struggle with comprehension because of limited vocabulary knowledge and ineffective strategies”. (p. 606)

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Shirin Nematollahi
Islamic Azad University, Arak Branch, Iran
Shirin1983_n@yahoo.com

Corresponding author
Mojtaba Maghsoudi
Farhangian University, Iran
maghsudim@yahoo.com

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