The impacts of visual input enhancement, semantic input enhancement, and inputflooding on L2 vocabulary among Iranian intermediate EFL learners

References

• Abedi, P., Namaziandost, E., & Akbari, S. (2019). The impact of flipped classroom instruction on Iranian upper-intermediate EFL learners’ writing skill. English Literature and Language Review, 5(9), 164–14.
   Google Scholar
• AsadiAmirabadi, Y., Biria, R., & Sedaghat, A. (2014). Efficacy of input flood vs. input enhancement in the learning and long-term retention of conditionals by intermediate Iranian FL students. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 7(3), 562–575.
   Google Scholar
• Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input processing approach. Foreign Language Annals, 37(2), 200–208. doi:10.1111/flan.2004.37.issue-2
   Web of Science ®Google Scholar
• Bayonas, M. G. (2017). Textual enhancement and the acquisition of the Spanish present subjunctive form. EPiC Series in Language and Linguistics, 2, 14–22.
   Google Scholar
• Birjandi, P., Alavi, S. M., & Najafi Karimi, S. (2015). Effects of unenhanced, enhanced, and elaborated input on learning English phrasal verbs. International Journal of Research Studies in Language Learning, 4(1), 43–59.
   Google Scholar
• Chaudron, C. (1983). Simplification of input: Topic reinstatements and their effects on L2 learners’ recognition and recall. TESOL Quarterly, 17(3), 437–458. doi:10.2307/3586257
   Web of Science ®Google Scholar
• Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213–238. doi:10.2307/3587951
   Web of Science ®Google Scholar
• Crossley, S. A., Louwerse, M. M., McCarthy, P. M., & McNamara, D. (2007). A linguistic analysis of simplified and authentic texts. Modern Language Journal, 91.1, 15–30. doi:10.1111/j.1540-4781.2007.00507.x
   Web of Science ®Google Scholar
• Dastjerdi, H. V., & Farshid, M. (2011). The role of input enhancement in teaching compliments. Journal of Language Teaching and Research, 2(2), 460–466. doi:10.4304/jltr.2.2.460-466
   Google Scholar
• Edwards, L. (2009). Oxford solutions placement test [Pamphlet]. New York, NY: Oxford University Press.
   Google Scholar
• Ertürk, N. O. (2013). Effects of visually enhanced input, input processing and pushed output on grammar teaching. Porta Linguarum, 20, 153–167.
   Google Scholar
• Faghih, E., & Sharafi, M. (2006). The Impact of collocation on Iranian EFL learner’s interlanguage. Science and Research Quarterly, 16(58), 5–23.
   Google Scholar
• Fahim, M., & Vaezi, R. (2011). Investigating the effect of visually-enhanced input on the acquisition of lexical collocations by Iranian intermediate EFL learners: A case of verb-noun lexical collocations. Journal of Language Teaching and Research, 2(3), 552–560.
   Google Scholar
• Farrokh, P. (2012). Raising awareness of collocation in ESL/EFL classrooms. Journal of Studies in Education, 2(3), 55–74. doi:10.5296/jse.v2i3.1615
   Google Scholar
• Folse, K. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbour: University of Michigan Press.
   Google Scholar
• Gass, S. M. (2003). Input and interaction. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 224–255). Malden, MA: Blackwell.
   Google Scholar
• Goudarzi, Z., & Raouf Moini, M. (2012). The effect of input enhancement of collocations in reading on collocation learning and retention of EFL learners. International Education Studies, 5(3), 247–259. doi:10.5539/ies.v5n3p247
   Google Scholar
• Hamed Mahvelati, E., & Mukundan, J. (2012). The role of cognitive style in the collocation knowledge development of Iranian EFL learners through input flood treatment. English Language Teaching, 5(10), 105–117. doi:10.5539/elt.v5n10p105
   Google Scholar
• Han, Z., Park, E. S., & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29, 597–618. doi:10.1093/applin/amn010
   Web of Science ®Google Scholar
• Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11, 207–223.
   Google Scholar
• Hyland, K., & Tse, P. (2007). Is there an “academic vocabulary? TESOL Quarterly, 41(2), 235–254. doi:10.1002/tesq.2007.41.issue-2
   Web of Science ®Google Scholar
• Jabbarpoor, S., & Abdollahzade, E. (2013). Textual enhancement across linguistic structures: EFL learners’ acquisition of English form. Journal of Language and Translation, 3(5), 69–78.
   Google Scholar
• Jafarpour, A. A., & Koosha, M. (2006). Data-driven learning and teaching collocation of prepositions: The case of Iranian EFL adult learners. The Asian EFL Journal, 8(8), 1–14.
   Google Scholar
• Kim, Y. (2006). Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a foreign language. TESOL Quarterly, 40(2), 341–373. doi:10.2307/40264526
   Web of Science ®Google Scholar
• Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58(2), 285–325. doi:10.1111/j.1467-9922.2008.00442.x
   Web of Science ®Google Scholar
• LaBrozzi, R. M. (2016). The effects of textual enhancement type on L2 form recognition and reading comprehension in Spanish. Language Teaching Research, 20(1), 75–91. doi:10.1177/1362168814561903
   Web of Science ®Google Scholar
• Lee, Y. H., & Lee, H. K. (2012). Effects of input enhancement techniques on word learning of Korean elementary learners. Primary English Education, 18(3), 381–398.
   Google Scholar
• Leow, R., Egi, T., Nuevo, A., & Tsai, Y. (2003). The roles of textual enhancement and type of linguistic item in adult L2 learners’ comprehension and intake. Applied Language Learning, 13, 1–16.
   Google Scholar
• Long, M. (2015). Second language acquisition and task-based language teaching. West Sussex: Wiley & Sons.
   Google Scholar
• Maftoon, P., & Sharifi Haratmeh, S. (2012). The relative effectiveness of input and output-oriented tasks with different involvement loads on the receptive and productive vocabulary knowledge of Iranian EFL learners. The Journal of Teaching Language Skills, 4(2), 27–52.
   Google Scholar
• Nahavandi, N., & Mukundan, J. (2013). The impact of textual input enhancement and explicit rule presentation on Iranian elementary EFL learners’ intake of simple past tense. English Language Teaching, 6(1), 92–102.
   Google Scholar
• Namaziandost, E., Hashemifardnia, A., & Shafiee, S. (2019). The impact of opinion-gap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency. Cogent Social Sciences, 5(1), 1–16. doi:10.1080/23311886.2019.1630150
   Web of Science ®Google Scholar
• Namaziandost, E., Neisi, L., Kheryadi, & Nasri, M. (2019). Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus. Cogent Education, 6(1), 1–15. doi:10.1080/2331186X.2019.1683933
   Web of Science ®Google Scholar
• Namaziandost, E., Shatalebi, V., & Nasri, M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5(3), 83–101. doi:10.17323/jle.2019.9809
   Web of Science ®Google Scholar
• Nation, I. S. P. (1999). Learning vocabulary in another language. Wellington: Victoria University of Wellington.
   Google Scholar
• Negari, G. M., & Rouhi, M. (2012). Effects of lexical modification on incidental vocabulary acquisition of Iranian EFL students. English Language Teaching, 5(6), 95–105.
   Google Scholar
• Petchko, K. (2011). Input enhancement, noticing and incidental vocabulary acquisition. The Asian EFL Journal Quarterly, 3(4), 228–255.
   Google Scholar
• Rahbar, B., & Mousavi, S. S. (2014). The effect of explicit lexical elaboration on L2 vocabulary use in writing of EFL learners. English for Specific Purposes World, 15(43), 1682–3257.
   Google Scholar
• Rashtchi, M., & Gharanli, L. (2010). Noticing through input enhancement: Does it affect learning of the conditionals? Journal of Language and Translation, 1(1), 19–27.
   Google Scholar
• Rassaei, E. (2015). Effects of textual enhancement and input enrichment on L2 development. TESOL Journal, 6(2), 281–301. doi:10.1002/tesj.2015.6.issue-2
   Web of Science ®Google Scholar
• Rassaei, E., & Karbor, T. (2013). The effects of three attention drawing techniques on the acquisition of English collocations. International Journal of Research Studies in Language Learning, 2(2), 15–28.
   Google Scholar
• Reinders, M., & Cho, M. (2011). Encouraging informal language learning with mobile technology: Does it work? Journal of Second Language Teaching and Research, 1(1), 3–29. doi:10.5420/jsltr.01.01.3317
   Google Scholar
• Rott, S. (2007). The effect of frequency of input-enhancements on word learning and text comprehension. Language Learning, 57(2), 165–199. doi:10.1111/lang.2007.57.issue-2
   Web of Science ®Google Scholar
• Sahebkheir, F., & Davatgari Asl, H. (2014). The role of input enhancement on using conjunctions in Iranian EFL learners’ written performance. International Journal of Language and Linguistics, 2(2), 115–120.
   Google Scholar
• Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11–26.
   Google Scholar
• Schmidt, R. W. (2010, December 2–4). Attention, awareness and individual differences in language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, … I. Walker (Eds.). Proceedings of CLaSIC2010 (721–737). Singapore: University of Singapore Centre for Language Studies.
   Google Scholar
• Shakibaei, G., Shahamat, F., & Namaziandost, E. (2019). The effect of using authentic texts on Iranian EFL learners’ incidental vocabulary learning: The case of English newspaper. International Journal of Linguistics, Literature and Translation (IJLLT), 2(5), 422–432.
   Google Scholar
• Sharwood Smith, M. (1981). Consciousness-Raising and the second language learner. Applied Linguistics, 2(2), 159–168. doi:10.1093/applin/2.2.159
   Web of Science ®Google Scholar
• Sharwood Smith, M. (1991). Speaking to many different minds: On the relevance of different types of language information for the L2 learner. Second language research, 72, 118–132.
   Google Scholar
• Sharwood Smith, M. (1993). Input enhancement in instructed SLA. Studies in Second Language Acquisition, 15(2), 165–179. doi:10.1017/S0272263100011943
   Google Scholar
• Shin, D., & Nation, P. (2007). Beyond single words: The most frequent collocations in spoken English. English Language Teaching Journal, 62(4), 339–348. doi:10.1093/elt/ccm091
   Google Scholar
• Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60(2), 263–308. doi:10.1111/(ISSN)1467-9922
   Web of Science ®Google Scholar
• Stahl, S. (1990). Beyond the instrumentalist hypothesis: Some relations between word meanings and comprehension. Urbana: Center of the Study of Reading, University of Illinois.
   Google Scholar
• VanPatten, B. (1990). Attending to form and content in the input: An experiment in consciousness. Studies in Second Language Acquisition, 12, 287–301. doi:10.1017/S0272263100009177
   Google Scholar
• Williams, J. (2005). Form-focused instruction. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 671–692). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Yano, Y., Long, M. H., & Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning, 44, 189–219. doi:10.1111/j.1467-1770.1994.tb01100.x
   Web of Science ®Google Scholar
• Zarei, A. A., & Esfandiari, R. (2016). The effects of input enhancement techniques on the comprehension and production of English lexical collocations. Iranian Journal of Language Issues, 2(1), 1–21.
   Google Scholar
• Ziafar, M., & Namaziandost, E. (2019). Linguistics, SLA and lexicon as the unit of language. International Journal of Linguistics, Literature and Translation (IJLLT), 2(5), 245–250.
   Google Scholar