Yabancı dil eğitiminde yeni kelimelerin metinler okunmadan önce veya okuma sırasında metinlerle birlikte öğretilmesi

Although vocabulary instruction plays an indispensable role in second language (L2) learning and teaching, there exists no consensus on whether form-focused vocabulary instruction should be isolated from or integrated into meaning-oriented or communicative activities. Reading texts are regarded to provide EFL learners with more meaningful contexts to learn, practise, and revise new L2 words. With this in mind, the current study investigates the effectiveness of form-focused instruction (FFI) in teaching L2 vocabulary items to EFL learners through various reading texts in a classroom setting. It specifically attempts to compare the effects of incidental learning with no focus on form (FonF), isolated FFI, and integrated FFI on lexical gains of EFL learners in terms of their recognition and recall of the target vocabulary items in reading texts. The study adopted a mixed method research design. 48 participants in three intact classes were presented 27 real English target words in one of these three types of treatments in meaning-focused reading courses. The results revealed that isolated FFI led EFL learners to by far the highest vocabulary gain scores as compared to integrated FFI and incidental exposure to reading text. These quantitative findings were elaborated through the qualitative data gathered through the open-ended questionnaires and semi-structured interviews to explore the preferences and perceptions of EFL learners about these three techniques of vocabulary acquisition in a text-based reading course.