The effects of modified input according to learners' interests on incidental vocabulary learning of preparatory class university students

Learning is a kind of complex job which employs many different parts of the human brain and capacity. As a demanding process, learning a language, on the other hand, is made up of several elements such as learning environment, learners, teachers, learners' motivation, and learning materials. Language learning process can also be defined as the acquisition of some sub-skills like reading, writing, listening, and speaking and vocabulary is seen to be the base for all those skills. Vocabulary learning is an indispensable process for EFL language learners who desire to have full competence, accuracy, and fluency in English. Vocabulary knowledge is closely tied up with not only fluent speech, but also with efficient writing, and it affects both language acquisition and language production positively. The purpose of the present study is to find out the effects of modified input according to learners' interests on incidental vocabulary learning of preparatory class university students, and at the same time to emphasize the necessity of using different techniques in vocabulary teaching for language teachers.