The effect of pronunciation forms on Iranian EFL learners’ knowledge of vocabulary

پروپوزال آماده زبان انگلیسی

The effect of pronunciation forms on Iranian EFL learners’ knowledge of vocabulary

– Introduction

Vocabulary learning is essential for the learning of a second language, which constitutes a great challenge and enormous task for both second language learners and teachers. As Wilkins (1974) maintains without grammar very little can be conveyed, but without vocabulary nothing can be conveyed. One line of research on vocabulary development examines the effects of instruction on vocabulary growth (e.g., Biemiller & Slonim, 2016). Among older children, direct instruction in vocabulary knowledge is less important relative to reading experiences in developing vocabulary skill e.g., (Nagy & Anderson, 1984).


– Theoretical Framework


– Statement of the Problem

According to Amiryousefi (2019), traditionally, vocabulary was neglected in language teaching programs and curriculums for the sake of grammar and other parts of language. This study, therefore, intends to, first, give an overview of historical approaches and methods of vocabulary learning and teaching and, then, to discuss some current issues which are mostly asked and discussed by young language teachers, researchers, and even students. According to Rahimi & Sahragard (2018), vocabulary acquisition is crucial to second language acquisition.


– Significant of the study

This study is to investigate the degree of subject’s ability of pronunciation forms on knowledge of vocabulary, based on finding and identifying that there is not any relationship between pronunciation forms and knowledge of vocabulary.


– Research Questions of the Study

– Hypotheses of the Study

– Definitions of Key Terms

Review of the Literature


– Pilot Study

– Design of the Study

– Participants

– Materials

– Procedures


Data Analysis




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