The Effect of Three Consecutive Context Sentences on EFL Vocabulary-Learning

Abstract

Investigations into the role of context have often failed to find a positive role for this in vocabulary learning. This study, following a line of research concerned with the role of context, adds to the literature by examining the effect of three consecutive context sentences instead of one. Thirty-three Iranian EFL learners were asked to learn 20 challenging English words in two conditions. They encountered half of the words in three consecutive sample sentences plus their Farsi equivalents and the other half merely with their Farsi equivalents devoid of any context sentences. The results of both immediate and delayed post-tests revealed a positive role for context sentences in vocabulary learning. It is proposed that successful vocabulary learning through context sentences could be attributed to the mixed effects of both context and frequency of occurrence.