Alimkhanova G.A., Dadabaeva M.B.
A COMPARATIVE ANALYSIS OF THE EFFECTIVENESS OF PRE-TEACHING AND LEARNING FROM CONTEXT IN VOCABULARY ACQUISITION *
Аннотация:
this article presents a comparative study on the effectiveness of two vocabulary teaching techniques in English language learning: pre-teaching and learning from context. A classroom experiment was conducted with two groups of B1-level learners, each exposed to one of the methods while reading the same text. The study measured immediate vocabulary recognition, reading comprehension, and delayed retention. Results showed that pre-teaching enhanced short-term recall, while contextual learning led to better comprehension and slightly improved long-term retention. These findings suggest that while both methods are valuable, a blended approach may offer the most effective strategy for vocabulary instruction. The article highlights pedagogical implications and calls for further research across varying proficiency levels and text types.
Ключевые слова:
vocabulary acquisition, vocabulary instruction, pre-teaching vocabulary, learning from context, incidental learning, explicit teaching, reading comprehension, long-term retention, short-term recall, EFL learners, lexical development, language pedagogy, classroom experiment, vocabulary retention, cognitive processing, teaching methodology, SLA theory
Vocabulary is a fundamental building block of language proficiency. The ability to understand and use new words fluently is essential for successful communication and comprehension. In English language teaching (ELT), instructors often face the challenge of selecting effective strategies for introducing new lexical items. Two commonly used methods are pre-teaching and learning from context. While pre-teaching involves introducing target vocabulary prior to engaging with a text, learning from context encourages students to infer word meanings through surrounding clues. Both strategies have their merits, but which one is more effective for long-term retention and comprehension? This article presents a practical classroom experiment designed to compare these two techniques and evaluate their impact on vocabulary acquisition.Theoretical background. Vocabulary acquisition remains a core component of second language learning, and various instructional approaches have been developed to enhance its effectiveness. Two of the most commonly discussed methods are pre-teaching vocabulary and learning vocabulary from context. These approaches differ significantly in their theoretical underpinnings and practical applications.Pre-teaching vocabulary refers to the explicit instruction of target lexical items before learners are exposed to a text or task. This instruction typically involves presenting definitions, translations, example sentences, pronunciation guidance, and sometimes visual aids. According to Nation [1], explicit vocabulary teaching can help reduce the cognitive load placed on learners during subsequent tasks, allowing them to focus more on comprehension and structure rather than decoding unfamiliar words. This approach is often favored in more controlled learning environments where clarity and testability are prioritized.Moreover, research by Laufer suggests that vocabulary presented through explicit instruction is more likely to be retained in the short term, particularly when learners are given opportunities for immediate practice and repetition [2]. Pre-teaching is especially useful when texts contain low-frequency or highly technical vocabulary that learners are unlikely to infer correctly from context alone.In contrast, learning vocabulary from context involves inferring the meaning of unknown words through surrounding textual or situational cues. This method reflects a more incidental approach to vocabulary learning and is supported by the principles of constructivism and natural language acquisition. Contextual learning fosters the development of inferencing skills, autonomy, and deeper cognitive engagement with the text [3].Proponents of contextual learning argue that encountering words in authentic usage situations enhances long-term retention and promotes the integration of new vocabulary into the learner’s mental lexicon. Empirical studies, such as those conducted by Swanborn and de Glopper, indicate that contextual guessing can be effective, particularly when the surrounding text provides strong semantic and syntactic clues [4]. However, its success depends heavily on the learner’s prior knowledge and overall language proficiency.The effectiveness of both methods has been the subject of ongoing debate in SLA (Second Language Acquisition) research. For example, Hulstijn and Laufer propose the Involvement Load Hypothesis, suggesting that retention of vocabulary is most effective when the learning task involves high levels of need, search, and evaluation—criteria that can be met by either method depending on implementation. Similarly, Nation recommends a balanced approach that includes both intentional and incidental vocabulary learning, tailored to the learner’s needs and the instructional context [5].Methodology. This study was conducted to compare the effectiveness of pre-teaching vocabulary versus learning vocabulary from context in an EFL classroom. The participants were 24 B1-level students, aged 16–18, randomly divided into two equal groups (Group A and Group B), with comparable language proficiency.Both groups worked with the same authentic article (~400 words) containing 10 unfamiliar low-frequency words selected from the Academic Word List. These words were confirmed as unknown through a brief pre-test.Group A (Pre-teaching group) received prior instruction on the 10 target words. The teacher provided English definitions, example sentences, and brief pronunciation practice before the reading task.Group B (Context group) read the same article without prior explanation. They were encouraged to infer the meanings of unfamiliar words using contextual clues, and were allowed to consult dictionaries only after completing the tasks.After reading, both groups completed:A vocabulary quiz (multiple-choice and fill-in-the-blank) to assess immediate word recognition.A reading comprehension test based on the article.A delayed vocabulary quiz, administered one week later, to measure retention.The results were compared using descriptive statistics to identify trends in immediate understanding and long-term vocabulary acquisition across both groups.Results and analysis. The results of the experiment revealed notable differences in performance between the two groups across the three assessment stages. On the immediate vocabulary quiz, Group A (pre-teaching) outperformed Group B, with an average score of 9 out of 10, compared to 6.5 out of 10. This suggests that explicit vocabulary instruction significantly aids in short-term word recognition and recall. However, in the reading comprehension test, Group B (context group) scored slightly higher, with an average of 8.2, versus 7.8 for Group A. This indicates that deriving meaning from context may promote deeper engagement with the text and improve overall comprehension.One week later, in the delayed vocabulary test, the scores shifted. Group A retained an average of 7.1 words, while Group B slightly surpassed them with an average of 7.5. Although the difference is small, it suggests that vocabulary learned through contextual inference may lead to better long-term retention, possibly due to stronger cognitive processing during the initial encounter.Overall, the findings reflect a trade-off between accuracy and speed (pre-teaching) and depth and retention (contextual learning). The data supports the idea that combining both approaches might provide the most balanced and effective method for vocabulary instruction.Results of comparing two vocabulary learning methodsThe results of this study highlight the complementary strengths of pre-teaching and learning vocabulary from context. Pre-teaching proved effective for immediate word recognition, supporting learners by reducing cognitive load during reading. This aligns with Laufer’s findings that explicit instruction enhances short-term retention, especially when paired with direct practice. However, the decline in retention after one week suggests that without deeper engagement, pre-taught words may fade over time.In contrast, students in the context group, though initially less accurate in vocabulary recognition, performed slightly better in reading comprehension and long-term retention. This supports theories like Nagy et al.s that contextual inference promotes deeper cognitive processing and more durable learning. Contextual learning also fosters important skills like autonomy and inferencing, which are essential for independent reading.However, this method depends heavily on the learner’s proficiency and the quality of contextual clues. Incorrect guessing is a potential risk, especially for less experienced learners.These findings suggest that a blended approach may be most effective: using pre-teaching to introduce essential vocabulary, while encouraging contextual inference for less critical words. Reinforcing both types of vocabulary through meaningful post-reading tasks can support both short- and long-term acquisition. Conclusion. The experiment demonstrated that pre-teaching vocabulary supports immediate word recognition and recall, helping learners perform better on short-term assessments. However, students who learned new words through contextual inference showed slightly higher scores in reading comprehension and long-term retention. This suggests that inferring meaning from context may lead to deeper cognitive engagement and more lasting vocabulary acquisition.Each method has its strengths: pre-teaching reduces cognitive load during reading, while context-based learning promotes independent thinking and retention. Yet both also have limitations—pre-taught words may fade without reinforcement, and context-based guessing can lead to misunderstandings.The findings indicate that a blended approach may be the most effective, combining the clarity of explicit instruction with the depth of contextual discovery. This can help learners both understand texts better and internalize new vocabulary more reliably. Future research should explore how this balance works across different levels and contexts.
Номер журнала Вестник науки №5 (86) том 3
Ссылка для цитирования:
Alimkhanova G.A., Dadabaeva M.B. A COMPARATIVE ANALYSIS OF THE EFFECTIVENESS OF PRE-TEACHING AND LEARNING FROM CONTEXT IN VOCABULARY ACQUISITION // Вестник науки №5 (86) том 3. С. 738 - 743. 2025 г. ISSN 2712-8849 // Электронный ресурс: https://www.вестник-науки.рф/article/23075 (дата обращения: 17.07.2025 г.)
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