فهرست نشریات علمی دسترسی آزاد ایران

Vocabulary learning is an indispensable component of any L2 learning. Different techniques have been designed for the effective presentation of new vocabulary. Among others, the Focus Framework has been recently developed; the framework offers three different modes of vocabulary presentation, namely Direct Focus, Indirect Focus, and No Focus, with the claim that each focus degree would result in a different rate of output. The present quasi-experimental study is intended to compare the effectiveness of the Focus framework against the traditional approach in vocabulary gain and to put the framework predictions to the test. To this end, a sample of 61 BA EFL was selected using convenient sampling and randomly assigned to an experimental and a control group. The Experimental group was exposed to three focus modes of vocabulary presentation and the Control group experienced traditional teaching. The results of the study indicated that the Focus Framework works more effectively than the traditional model in vocabulary achievement. The study also showed that different degrees of focus would result in different rates of achievement. It also takes the current knowledge about the explicit teaching of vocabulary one step further, revealing that different degrees of explicitness can lead to different rates of learning gain.