The Effect of Deliberate Versus Incidental Vocabulary Learning Strategy on Iranian High School Students Vocabulary Learning
The main purpose of this study was to compare incidental and deliberate vocabulary learning strategy on acquisition of vocabulary among Iranian EFL elementary learners. 75 students were chosen randomly among 150 elementary female students in second grade high school who was studying English language in computer course in second grade of high school. Then PET Test was administered to 75students and 50 homogenous learners were selected and divided into two groups of experimental 1 and experimental 2 each with 25 learners. Experimental1 group with 25 students in the incidental learning context, using textual pictorial glosses for teaching vocabulary and the experimental2 group with 25 students in the deliberate learning context, using digital flashcards with picture and meaning for teaching vocabulary. At end, the posttest of vocabulary was administered and desired calculations were run. The results of the independent t test (t (48) 4.75, p .000, r .566 representing a large effect size) indicated that there was a significant difference between the two groups" mean scores on the posttest of vocabulary. The deliberate vocabulary learning strategy group significantly outperformed the incidental group on the posttest of vocabulary.