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International Journal of English Language Education

Does RAS-based Instruction Make a Difference? An Investigation of the Effect on Vocabulary Learning

Mehdi Javid
M.A graduate in TEFL PO Box: 17156-64691, Tehran, Iran
Abstract :
This study was conducted to combine the scientific findings of the human brain, especially 
Reticular Activating System (RAS), or attention center in the brain, to an explicit approach of 
vocabulary instruction. The purpose of the present study is to examine the effects of a 
RAS-based instruction (RASBI) on learning vocabulary of EFL elementary students and then 
to compare it with translation based instruction (TBI). Sixty male participants were chosen 
from among 92 elementary EFL learners whose levels of proficiency were determined by 
Michigan test. The learners under study were randomly divided into two groups: the first 
group, consisting of 30 students, received a RAS-based vocabulary instruction (RASBVI). 
The other group, consisting of 30 students, received a translation based vocabulary 
instruction. Data analysis and statistical calculations of pre-tests and post-tests indicated that 
those participants who received RAS-based vocabulary instruction outperformed their 
counterparts in the second group that received translation based vocabulary instruction. 
Keywords :
Reticular activating system, RAS-based instruction, Translation based instruction, EFL, Vocabulary teaching

Date Deposited : 25 Apr 2014 16:44

Last Modified : 25 Apr 2014 16:44

Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/4116/3401

Volume 1, Number 3, - 2013 , ISSN 2325-0887

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