ataollah maleki

Attempting to improve teaching instructions, researchers have proposed numerous instructional techniques. In vocabulary learning as one of the key areas in EFL, inadequate knowledge leads to complications and frequently faces the learners with challenges. This study explores how an instructional technique that employs semantic, structural, and semantic/structural elaboration affects vocabulary learning. The research was carried out with 114 participants who experienced the mentioned elaborations in three groups. For creating a +semantic, +structural, and +semantic/structural climate in each group, participants were given flashcards containing words beside the equivalents, words by numbered letters without any equivalents, and words by numbered letters beside the equivalents, respectively. The data—obtained from Lexical Production Scoring Protocol (LPSP)—were then input into One-way ANOVA and Post-hoc tests. To check the accuracy of Transfer Appropriate Processing (TAP) theory, different tasks during the teaching and testing phases in +semantic were designed. Due to this inconsistency, the findings proved to be in line with TAP theory, suggesting that Level of Processing (LOP) theory should be accompanied with TAP to end in facilitating results. Data analysis -mirroring the Type of Processing–Resource Allocation (TOPRA) effect- indicated that while the +semantic as compared to +semantic/structural facilitated performance on recall of words, had a negative effect in comparison with +structural. Based on the results, the limited processing resources remind curriculum developers to bear in mind which aspect of learning is of more importance to let the learners make the most and best use of their inborn gifts.

Second language learners encounter communication problems when they attempt to use the target language. One way to overcome the problems is using effective strategies. Thus, L2 learners can benefit from teaching communication strategies to use them effectively. However, teaching and teach ability of CS is a controversial issue.In this paper, it is discussed that teaching CS is useful and feasible and that techniques can be introduced to teach them. It is claimed that the Bottom – UpApproach is the framework within which such techniques can be put to use and create an atmosphere of easy communication and learning.