INSTRUCTING RECEPTIVE PHRASE KNOWLEDGE THROUGH REPETITION VS. REPEATED EXPOSURES; A CASE OF MARITIME ENGLISH COURSE FOR IRANIAN SEAFARERS
DOI:
https://doi.org/10.46827/ejel.v0i0.729Keywords:
receptive phrase knowledge, vocabulary learning strategies, repetition, repeated exposuresAbstract
The outcome of different vocabulary learning strategies might be different for different vocabulary forms, such phrases or single word items. Similarly, the depth of vocabulary knowledge (receptive vs. productive) is also another important factor that is neglected in many of researches dealing with vocabulary learning strategies. This study focused on learning vocabulary with the form of "phrase". The study aimed to evaluate the different functions of rote learning and repeated exposures on producing receptive vocabulary knowledge. 23 leaners of a Maritime English course were chosen as the participants of this study. They were instructed 14 vocabulary items, in two different lists of A and B, one list is instructed through traditional word list repetition and another one through multiple exposures. The learners were asked at the end of the course to translate the given phrases of the two lists in their first language. The number of correct answers of each list incited the effectiveness of related method of treatment. It was appeared that repeating the phrases from a list is more effective in growing receptive knowledge, although there was not a tremendous difference in the results.
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