Journal title
عنوان نشریه
Literature & Humanities
http://ijal.khu.ac.ir
1
admin
doi
en
jalali
1397
6
1
gregorian
2018
9
1
21
2
online
1
fulltext
en
A Young EFL Learner’s Lexical Development through Different Input and Output Frequency Patterns
A Young EFL Learner’s Lexical Development through Different Input and Output Frequency Patterns
تخصصي
Special
پژوهشي
Research
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<td align="left" style="padding-top:0cm;padding-right:9.0pt;padding-bottom:0cm;padding-left:9.0pt;vertical-align:top;"><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">The present study was undertaken to investigate the effects of varying frequency </span></span><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">patterns (FPs) of words on the productive acquisition of a young EFL learner in a home setting. Target words were presented to the learner using games and role plays. They were subsequently traced for their frequencies in input and output. Eighteen immediate tests and delayed tests were administered to measure the oral production following the treatments. To examine the efficacy of varying FPs, target words were grouped into four sets: High Input/High Output (HIHO), Low Input/Low Output (LILO), High Input/Low Output (HILO), and Low Input/High Output (LIHO). The findings revealed that the differences among the FPs were statistically significant. Meanwhile, Wilcoxon signed-rank test identified a significant discrepancy between the words with LILO and HIHO frequency patterns. The findings demonstrated that the differences in FPs led to different productive gains, and higher word production cropped up when words occurred very frequently both in input and output. This study shows that higher teacher talk in tandem with higher learner talk could boost lexical production by a young learner in meaning-focused instructions. </span></span></td>
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<td align="left">The present study was undertaken to investigate the effects of varying frequency patterns (FPs) of words on the productive acquisition of a young EFL learner in a home setting. Target words were presented to the learner using games and role plays. They were subsequently traced for their frequencies in input and output. Eighteen immediate tests and delayed tests were administered to measure the oral production following the treatments. To examine the efficacy of varying FPs, target words were grouped into four sets: High Input/High Output (HIHO), Low Input/Low Output (LILO), High Input/Low Output (HILO), and Low Input/High Output (LIHO). The findings revealed that the differences among the FPs were statistically significant. Meanwhile, Wilcoxon signed-rank test identified a significant discrepancy between the words with LILO and HIHO frequency patterns. The findings demonstrated that the differences in FPs led to different productive gains, and higher word production cropped up when words occurred very frequently both in input and output. This study shows that higher teacher talk in tandem with higher learner talk could boost lexical production by a young learner in meaning-focused instructions.</td>
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EFL child learner, Frequency, Input, Output, Lexical development
195
230
http://ijal.khu.ac.ir/browse.php?a_code=A-10-1023-2&slc_lang=en&sid=1
Muhamad Alii
Rahimi
Muhamad Alii
Rahimi
10031947532846001598
10031947532846001598
No
Javad
Gholami
Javad
Gholami
10031947532846001599
10031947532846001599
Yes
Zhila
Mohammadnia
Zhila
Mohammadnia
10031947532846001600
10031947532846001600
No