vocabulary achievement through natural rich context: a corpus based study

A language without vocabulary is meaningless. to comprehend and produce spoken or written discourse and in order to be able to communicate in a target language, one should know the vocabulary of that language. so, without knowing the vocabulary of a language one cannot learn it. there are two main effective approaches to vocabulary teaching and learning. they are called ‘implicit’ (incidental) and ‘explicit’ (deliberate) learning. in the 1970s and 1980s, communicative language teaching encouraged the field to focus on ‘incidental learning’ in natural situations and contexts. in the 1990s, corpus databases were developed out of written texts that were collected from natural utterances of the speakers produced in natural situations via computer databases. probably the most reliable source on vocabulary research is to make use of corpus studies.therefore, this study made use of corpus materials to investigate vocabulary achievement through context.to carry out the study 90 pre-university female students studying in three classes were selected. the study was completed through a pre-test, control group, post-test design to answer the following research questions: 1. does rich natural context affect vocabulary achievement? 2. does repetition influence vocabulary gains in rich natural context? the results of pre-test and post-test were analyzed through analysis of covariance (ancova). the results showed that rich natural context promotes vocabulary achievement and also repetition influences vocabulary gains in rich natural context.