The Effects of Contextualized and De-contextualized Vocabulary Teaching on Learners’ Memorization and Recognition of Word Meanings

Authors

น.ส.ณัฐทิชา เสียงหวาน, ผศ.ม.ล.ดร.จิราภา อาภากร

Published

NIDA Journal of Language and Communication

Abstract

When learning English as a Foreign Language (EFL), learners are expected to
broaden their lexical repertoire not only to learn and to be able to use unfamiliar
words, but also to develop other language skills. This study investigates the effects of
contextualized and de-contextualized vocabulary teaching on learners’ memorization
and recognition of word meanings, and to evaluate the learners’ attitudes towards the
two strategies for teaching vocabulary. Data were collected with two sets of
instruments: a test and a delayed test, and an attitude questionnaire. The participants
were 39 students, aged 12-13 years old who were studying at a local school in
Phetchaburi province in Thailand. The results show that the de-contextualized
technique is more effective than the contextualized technique in helping the learners to
achieve vocabulary memorization. However, the contextualized technique
outperforms the de-contextualized technique in developing vocabulary recognition.
The research findings have implications for vocabulary teaching in that word
meanings should be taught in isolation as well as in context to focus on both the
language features and the appropriateness for use in daily life.

(2559). The Effects of Contextualized and De-contextualized Vocabulary Teaching on Learners’ Memorization and Recognition of Word Meanings. NIDA Journal of Language and Communication , 2559(28), 82-94.