The Effect of the Diglot Weave Vocabulary Learning Technique on Vocabulary Learning Ability of EFL Intermediate Learners
Bagherzadeh Kasmani, M., & Ebrahimnia Emran, S. (2017)
Finding the best way for learning new words deeply and extensively is one common objective in vocabulary learning research. One of the effective ways for achieving this goal is using L1 as one cognitive source and L2 together as one mixed text to vocabulary learning. The diglot weave technique may reinforce learning vocabulary which was based on code-switching theory .The present study was an attempt to investigate the effect of teaching vocabulary through the diglot weave technique on Iranian EFL Intermediate learners' vocabulary learning. In this study, first a placement test was administered to all the students to homogenize them regarding their language proficiency. Then, sixty students were selected and divided into two groups, control and experimental; each group covering 30 students. Before the treatment, a vocabulary test was administered as a pretest to both groups, which was then used as the immediate post-test and delayed post-test after the treatment. The control group received the traditional method of teaching vocabulary through giving definitions and synonyms and responded the questions covering vocabulary items while the experimental group received the diglot weave technique of teaching vocabulary as an alternative method and they also answered the same questions. The classes were held for 8 sessions of one hour and a half long. The data were analyzed by SPSS software version 21. The results revealed a statistically significant difference in both groups between their pretest and post-tests, which showed that application of the diglot weave technique could enhance the subjects’ vocabulary learning in both immediate and delayed post-tests.