2015 IJRSET – Volume 4 Issue 1
Alipour Madarsara, Fatemeh*
English Department, Isfahan University, Iran (firstname.lastname@example.org)
English Department, Isfahan University, Iran (Youhanaee@fgn.ui.ac.ir)
English Department, Isfahan University, Iran (email@example.com)
English Department, Shahid Beheshti University, Iran (firstname.lastname@example.org)
The present study is an attempt to investigate the effect of intentional vs. incidental practicing through games on young EFL Persian speakers’ vocabulary learning. To this end, thirty six male learners were divided into one intentional group and one incidental group. In order to determine the effect of intentional vs. incidental practicing on young EFL Persian speakers, the intentional group was informed about the final exam in advance. However, the incidental group did not receive any information about the final exam in advance and had no idea about it. The vocabulary items were constantly practiced with the two groups through an amusing game. The posttest results revealed that the incidental group outperformed the intentional group in the comprehension task.
Keywords: young learners; incidental learning; intentional learning; receptive knowledge; EFL Persian speakers