The Effect of Explicit and Implicit Instruction on Learning and Retention of Metaphor-based Economic Terms

• Main Authors: عادله حیدری, عزیزاله دباغی, حسین براتی
• Format: Article
• Language: fas
• Published: Shahid Beheshti University 2017-02-01
• Series: Naqd-i Zabān va Adabīyyāt-i Khārijī
• Subjects: تدریس‌ صریح، تدریس‌ ضمنی، نظریۀ‌ استعاره‌‌های‌ مفهومی، روش‌ تفصیل‌ ریشه‌‌‌ای.‌
• Online Access: http://clls.sbu.ac.ir/article/view/12654

The purpose of this study was to investigate the effect of explicit and implicit instruction on learning and retention of metaphor-based economic terms on the part of Iranian language learners of Economics. The participants were four intact parallel groups of 75 sophomores of Economics .Three groups were instructed through explicit instruction methods, that is, etymological elaboration, contextual definitions, and L1 translation, and one group through an implicit method of instruction. The results of the study indicated that in terms of learning, the participants in 'etymological elaboration' outperformed the other groups in the vocabulary test. They also showed that the participants in 'Contextual Definitions', 'Implicit Instruction' and 'Translation' groups did not perform significantly different from each other. Regarding retention, the test showed a significant difference between the means of the Etymological Elaboration Group, on one hand and Contextual Definition and Implicit Instruction groups, on the other hand. Similarly, the difference between the Implicit Instruction and Translation groups was statisticallysignificant.