Abstract:

Vocabulary learning plays a vital part in second language acquisition. To foster the vocabulary retention of English as a foreign language, teachers try to apply different ways of vocabulary teaching methods and techniques in their ESL classes. This study aims to examine the effectiveness of direct learning of word meanings (explicit learning) and learning vocabulary with the help of post-reading writing task as well as explicit learning. Participants of the study are 40 Turkish Lower-Intermediate students from equally divided two language classes at Prep School of Anadolu University. The retention of the new vocabulary by the students is assessed using completion, multiple choice and meaning matching exercises to see their recognition level. The results are statistically analyzed and evaluated in terms of efficient vocabulary learning and teaching in L2 classes. These findings indicate the importance of time and effort spent both by the teachers and the students. The implications of the findings for applying these strategies in teaching will be discussed in detail.

Keywords:

Vocabulary, retention, efficiency.