The Effect of Post-teaching Techniques on the English Vocabulary Recall and Retention of Iranian Students with Learning Disability مقاله

One of the most important needs in learning a second or foreign language is vocabulary acquisition. Certainly, failure to keep vocabulary in mind is a problem for both typically-developing learners as well as those with a learning disability (LD). This language demand requires teachers to use techniques in order to reinforce vocabulary recall. The current study is an attempt to investigate the effect of two post-teaching vocabulary learning techniques of diglot-weave and cooperative learning on vocabulary knowledge of LD students and to compare them with the common instruction of picture-word definition. To this end, 90 Iranian female LD students from 10 intact classes in two Junior Exceptional Schools in Shiraz were randomly assigned to one of the three groups. After the intensive teaching sessions, the test was administered to examine their vocabulary recall performance in each group and after a two-week interval, the same test was used to examine their vocabulary retention. The results by conducting the one-way ANOVA indicated that both experimental groups of diglot-weave and cooperative learning techniques outperformed the control group of picture-definition in the vocabulary recall and retention tests. However, there was no significant difference between the performance of diglot-weave and cooperative learning groups. Therefore, the findings of the present study could provide useful implications for foreign language teaching programs particularly in Special Education and students with LD.

2878 Online ISSN: 2717-1604 Print ISSN: 2008-8191 Research Paper The Effect of Post-teaching Techniques on the English Vocabulary Recall and Retention of Iranian Students with Learning Disability Akbar Abbasi Bagherian Poor  Elahe Serati ** Vali-e-Asr University of Rafsanjan Abstract One of the most important needs in learning a second or foreign language is vocabulary acquisition. The current study is an attempt to investigate the effect of two post-teaching vocabulary learning techniques of diglot-weave and cooperative learning on vocabulary knowledge of LD students and to compare them with the common instruction of picture-word definition. RQ2: Is there a significant difference among the effects of the three techniques of diglot-weave and cooperative learning, and the common technique of picture-word definition on LD learners’ performance in the vocabulary retention test? {مراجعه شود به فایل جدول الحاقی} Discussion The present study was conducted to investigate the effect of two vocabulary recall techniques of diglot-weave and cooperative learning which are the post-teaching techniques on vocabulary knowledge of students with LD and compare them with the common instruction (picture-definition). {مراجعه شود به فایل جدول الحاقی} {مراجعه شود به فایل جدول الحاقی} Cheese Butter Bread Father Clean Cat Robot Egg Ball Student Skate Tennis Hat Rain Umbrella Board Classroom Door Desk Read Art Window Teacher Pencil Notebook Rubber Box Bag Sharpener Tree Game Snake Zebra Zoo Mouse Dog Lion Football Fish {مراجعه شود به فایل جدول الحاقی} Appendix B: Vocabulary Test A.