Akademik Veri Yönetim Sistemi
The Iranian EFL Journal , cilt.9, sa.4, ss.194-206, 2013 (Hakemli Dergi)
Abstract
The aim of this study is to investigate those brain compatible vocabulary learning
strategies and their effects on first grade high school students in their English
learning process. This experimental study, which was designed as pre, post, and
post delay test control group model, was conducted in 2012 education year at
Misagh private high school in Tabriz, Iran. Two classes, namely 1-A and 1-B,
were determined as experimental and control groups respectively. The participants
of this study were 28 in each group. The study lasted 12 days for a total of 6 class
hours. During the research process, the experimental group was administered a
brain compatible vocabulary learning strategy, whereas the control group was
administered a traditional teaching approach. Analysis of pre, post, and post delay
test revealed a significant difference between the groups favoring brain-based
learning. Results show that word knowledge in experimental group enhanced.
Keywords: Brain-based learning, Brain compatible instruction, word knowledge