The aim of this mixed-method study was to explore the effect of peripheral learning on spelling skill of EFL learners. Two pre-intermediate classes were selected and randomly divided into two groups, namely experimental and control groups. They were studying English at Simin Language Institute in Qaemshahr, north of Iran. Before starting the treatment, a spelling test was administered to both groups as a pretest. Then, as treatment, the experimental group was exposed to realia, pictures, and posters plus texts, while the control group was not. Then, after the term-long treatment for 20 sessions, the two groups were administered the same spelling test as posttest. The results indicated that peripheral learning had a significant effect on spelling ability of the experimental group. The finding of the study paves the possible way for teachers to provide the grounds for peripheral learning and for learners to acquire knowledge without concentrating on the material all the time.
| Published in | International Journal of Language and Linguistics (Volume 2, Issue 2) |
| DOI | 10.11648/j.ijll.20140202.13 |
| Page(s) | 62-67 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Peripheral Learning, Explicit Learning, Implicit Learning, Spelling
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APA Style
Seyed Jalal Abdolmanafi Rokni. (2014). Does Peripheral Learning Improve EFL Learners’ Spelling. International Journal of Language and Linguistics, 2(2), 62-67. https://doi.org/10.11648/j.ijll.20140202.13
ACS Style
Seyed Jalal Abdolmanafi Rokni. Does Peripheral Learning Improve EFL Learners’ Spelling. Int. J. Lang. Linguist. 2014, 2(2), 62-67. doi: 10.11648/j.ijll.20140202.13
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Download@article{10.11648/j.ijll.20140202.13,
author = {Seyed Jalal Abdolmanafi Rokni},
title = {Does Peripheral Learning Improve EFL Learners’ Spelling},
journal = {International Journal of Language and Linguistics},
volume = {2},
number = {2},
pages = {62-67},
doi = {10.11648/j.ijll.20140202.13},
url = {https://doi.org/10.11648/j.ijll.20140202.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20140202.13},
abstract = {The aim of this mixed-method study was to explore the effect of peripheral learning on spelling skill of EFL learners. Two pre-intermediate classes were selected and randomly divided into two groups, namely experimental and control groups. They were studying English at Simin Language Institute in Qaemshahr, north of Iran. Before starting the treatment, a spelling test was administered to both groups as a pretest. Then, as treatment, the experimental group was exposed to realia, pictures, and posters plus texts, while the control group was not. Then, after the term-long treatment for 20 sessions, the two groups were administered the same spelling test as posttest. The results indicated that peripheral learning had a significant effect on spelling ability of the experimental group. The finding of the study paves the possible way for teachers to provide the grounds for peripheral learning and for learners to acquire knowledge without concentrating on the material all the time.},
year = {2014}
}
TY - JOUR T1 - Does Peripheral Learning Improve EFL Learners’ Spelling AU - Seyed Jalal Abdolmanafi Rokni Y1 - 2014/03/20 PY - 2014 N1 - https://doi.org/10.11648/j.ijll.20140202.13 DO - 10.11648/j.ijll.20140202.13 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 62 EP - 67 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20140202.13 AB - The aim of this mixed-method study was to explore the effect of peripheral learning on spelling skill of EFL learners. Two pre-intermediate classes were selected and randomly divided into two groups, namely experimental and control groups. They were studying English at Simin Language Institute in Qaemshahr, north of Iran. Before starting the treatment, a spelling test was administered to both groups as a pretest. Then, as treatment, the experimental group was exposed to realia, pictures, and posters plus texts, while the control group was not. Then, after the term-long treatment for 20 sessions, the two groups were administered the same spelling test as posttest. The results indicated that peripheral learning had a significant effect on spelling ability of the experimental group. The finding of the study paves the possible way for teachers to provide the grounds for peripheral learning and for learners to acquire knowledge without concentrating on the material all the time. VL - 2 IS - 2 ER -
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