| Importance of the Studyover the past years, L2 | | | | In order to choose a homogeneous sample a |
| teachers have gone beyond their ways to change | | | | proficiency test was administered (Nelson Test), |
| the current dilemma, but most of their efforts | | | | and after administration of proficiency test , |
| have been abortive. This trauma can be | | | | standard deviation was used in order to choose |
| scrutinized from different angles. On the one | | | | 30 homogeneous students as experimental group |
| hand, most students are in dire straights and on | | | | and 30 students as control group Table 3.1 shows |
| the other hand, the teachers themselves are at | | | | the afore – mentioned processes in brief: |
| fault. Although students consider their teacher a | | | | Table 1Different stages for collecting and analyzing |
| perfect model; nonetheless, every now and then | | | | data |
| the teacher can be the source of problem. | | | | Time span Four months |
| However, this tries to give them all the benefit of | | | | Making homogeneity Administering a proficiency |
| the doubt. If the use of pictures and posters as | | | | test |
| peripheral teaching aids is fruitful, this technique | | | | Instruction Ameliorating vocabulary by dint of |
| can be utilized in English classes as a worthwhile | | | | pictures |
| activity and will have an efficacious effect on | | | | Test Proficiency test - Diagnostic test |
| students’ scope of vocabulary. | | | | Data analysis T. test |
| Although students’ text book is based on the | | | | The sample for this study was chosen from |
| Audio_Lingual Method, there is a yawning gap | | | | Gavart junior high school. 150 students were |
| between the text book and books written on the | | | | selected randomly. In order to avoid any |
| basis of A. L. M, that is why it has been faced | | | | extraneous factor, students were not informed |
| with a barrage of questions so far. Since the | | | | about the purpose of the study completely. After |
| selection of words in this book is not very logical, | | | | administering the proficiency test 60 students |
| we are dealing with a difficult situation and we | | | | were chosen and I assigned number to each |
| have to select the vocabulary in accordance with | | | | student. Those who were given the odd numbers |
| that of the book. | | | | were the members of experimental group and |
| If the hypothesis of the thesis is proved, it might | | | | even numbers were the control group. |
| lead to different pedagogical ramifications some of | | | | Demographic data of students |
| which can be very salient in junior high school | | | | Gavart junior high school is in the East of Isfahan |
| levels. | | | | province (See Appendix 3). Students come from |
| In school leaving examinations, about 10 marks | | | | ten different villages. Some of the outstanding |
| out of 20 are devoted to vocabulary and this | | | | facets which were taken into account were, age, |
| implies the fact that vocabulary is a very | | | | linguistic background and the level of proficiency, |
| important facet that is why this study highlights | | | | and all of them had passed grade two |
| the concept of vocabulary. | | | | successfully. |
| The last point which should be brought into focus | | | | Classroom environment |
| is that there are some charts prepared by the | | | | Timestudents attended the classes three sessions |
| Ministry of Education but they are not completely | | | | per week. All the sessions were held in the |
| useful because none of them is enticing enough to | | | | morning. The experimental group attended the |
| draw students’ attention. Another demerit of | | | | class from 8 to 10 o’clock on odd days and |
| these charts is that they put emphasis on | | | | the control group attended on even days. |
| different sub skills like vocabulary, grammar and | | | | Settingin terms of physical conditions each class |
| so forth. Because of the afore – mentioned | | | | contained two window, adoor and a large chalk |
| factors these charts have been set aside by L2 | | | | board – students were seated in two rows, |
| teachers. | | | | and I did my best in order to control any |
| Research question | | | | distracting factor like noise or other extraneous |
| The research question asked in this study is the | | | | factors. Some pictures accompanied by the |
| following: | | | | spelling of words were used for experimental |
| Is there any relationship between the use of | | | | group and some pictures used as a placebo for |
| pictures and posters as peripheral teaching aids | | | | control group – |
| and improvement of vocabulary at junior high | | | | Decreasing the effect of extraneous factors |
| school levels in rural settings? | | | | It is axiomatic that in every research there are a |
| The null hypothesis: | | | | copious number of factors (such as noise, light, |
| There is no relationship between the use of | | | | time, facilities and so forth) which can affect the |
| pictures and improvement of vocabulary in junior | | | | process eye – catchingly. There were some |
| high school levels. | | | | factors which enabled the researcher to diminish |
| Review of literature | | | | the effect of the afore – mentioned |
| Why vocabulary | | | | extraneous factors. Gavart junior high school has |
| Developing a rich listening, speaking, reading, and | | | | been constructed in a cozy place and there are |
| writing vocabulary is important in all curriculum | | | | no other buildings in the vicinity, and all the classes |
| areas. In the reading curriculum, in particular, a | | | | are held in the morning and the teacher is faced |
| quality vocabulary needs to be achieved by each | | | | with a group of live wire and energetic students. |
| pupil. One reason that pupils face problems in | | | | In terms of equipment and facilities, the school is |
| learning English is that they do not possess a | | | | well – stocked and well – equipped and |
| plausible scope of vocabulary. Enriching and | | | | these merits will lead to a kind of atmosphere |
| developing pupil vocabularies should be a major | | | | which is not humdrum and drab. |
| goal in each academic discipline. | | | | In brief there is no denying that every research |
| The following are reasons proposed by Marlow | | | | may encounter some unexpected factors but I |
| Ediger (1999) for teachers guiding learners to | | | | put my best foot forward in order to control |
| possess a rich vocabulary: (1) subject matter and | | | | them as much as possible. |
| ideas are expressed with more clarity and | | | | Classroom Instructions |
| accuracy (2) proficiency in the work place might | | | | Although text books have been designed on the |
| well depend upon individuals having a quality | | | | basis of Audio – lingualism; nonetheless, it is a |
| vocabulary (3) individuals seemingly have more | | | | waste of time to follow the principles of that |
| prestige if their listening, speaking, reading, and | | | | method blindly and the disappointing results |
| writing vocabularies are adequately developed (4) | | | | produced by miscellaneous researches, show that |
| greater enjoyment of reading is in the offing if a | | | | Audio lingual is not a panacea anymore. |
| person has a rich functional vocabulary (5) | | | | Each Lesson contains a set of words most of |
| vocabulary development is salient in problem | | | | which are concrete. Many years of experience |
| solving (6) conversations carried on with other | | | | show that some of these words are problematic |
| persons require a rich vocabulary. There needs | | | | for students, either their spelling or application. |
| intended meanings (7) variety in selecting words | | | | Different techniques are used for teaching |
| to convey accurate meanings is necessary in | | | | vocabulary such as pictures, realia, gestures and in |
| speaking and writing the outgoes of the language | | | | very are cases translation. Since the focus of this |
| arts, and (8) use of diverse terms and concepts | | | | research is on peripheral vocabulary learning some |
| in speaking and writing adds variety to quality | | | | of these problematic words together with their |
| communication vocabulary development becomes | | | | pictures are stuck on the walls in front of |
| a tool to take in, such as listening and reading, as | | | | students without being paid attention to directly |
| well as provide communication to others within | | | | In control group, some of pictures without any |
| the framework of speaking and writing.vocabulary | | | | accompanying word were used as placebo and |
| and better understanding | | | | after four months a test was given to both |
| Word meaning is one of the most important | | | | groups in order to see whether there is a |
| components of comprehension. In fact, learning, | | | | meaningful difference between the experimental |
| as a language-based activity, is fundamentally and | | | | group and the control group. Chapter four shows |
| profoundly dependent on vocabulary | | | | that the difference between the experimental |
| knowledge’’ (Barker, Simmons, and | | | | group and the control group is meaningful and |
| Kameenui, 1995). This connection between | | | | during these four months, the concept of |
| knowing words and understanding content | | | | peripheral learning caused a better performance in |
| becomes especially important in the junior high | | | | experimental group. |
| school as the texts students read become more | | | | Dialogs were acted out twice by the teacher and |
| abstract and conceptually dense. Graves (2000) | | | | grammar was taught deductively and Translation |
| describes four components of an effective | | | | was utilized as the last resort. Every week a new |
| vocabulary program’’ wide reading, | | | | picture was stuck on the wall but the teacher did |
| teaching individual words, teaching strategies for | | | | not pay heed to them directly. |
| learning words independently, and fostering word | | | | Data Analysis |
| consciousness’’. | | | | As it was mentioned earlier, a set of pictures |
| The need for peripheral learning | | | | were shown to the students of experimental |
| According to Graves (2000), teachers can not | | | | group for four months. At the end of the course |
| possibly directly teach all the words that students | | | | a post test was given to both groups and the |
| need to learn, so students need a repertoire of | | | | mean of the groups was computed by the |
| strategies they can use to learn words on their | | | | following formula:there was a difference between |
| own. In terms of direct independent word learning, | | | | the mean of experimental group and control |
| three resources can be particularly helpful using | | | | group, I had recourse of the t-test formula in |
| context, word parts, and a dictionary. In addition | | | | order to prove that this difference was |
| to the aforementioned factors, the concept of | | | | meaningful. |
| peripheral learning should be brought into the | | | | There are two hypotheses in the form of H0 and |
| picture by the teachers, and it implies a kind of | | | | H1: |
| incidental learning or indirect learning Nage (1998) | | | | H0: there is no significant difference between the |
| mentions that most of the word learning that | | | | mean of control group and experimental group. |
| children do in their lives is incidental. | | | | H1: There is a significant difference between the |
| Criteria for vocabulary selection | | | | mean of control group and experimental grou |
| Vocabulary is an essential element in learning a | | | | After computing the value of t-test |
| foreign or second language, but vocabulary can | | | | We can compute the value of observed t, then it |
| not be taught or learnt in complete isolation from | | | | must be compared with the value of t-critical if |
| the rest of linguistic components, namely | | | | t-observed > t-critical, H0 is rejected, otherwise |
| grammar, phonetics and phonology | | | | H0 is tenable. |
| Techniques in presenting vocabulary: | | | | For computing the value of t-test, First we should |
| Although in this research the main focus is on | | | | compute the value of standard deviation which |
| indirect vocabulary learning; nevertheless, during | | | | shows the amount of dispersion from the central |
| classroom sessions different techniques are used | | | | point and can be computed |
| to teach vocabulary. | | | | For computing the value of t-test, the following |
| Using a wide range of techniques brings variety to | | | | procedures should be followed. |
| the classroom and helps the students remain alert. | | | | As it was mentioned earlier, so the value of t |
| Used correctly, the following techniques favor the | | | | observed |
| long-term retention of newly-learned vocabulary. | | | | Is 3.4and critical t is 1.697 Therefore, t |
| Following Gairns and Redman’s (1986:73-76) | | | | observed>t critical and p < .05 |
| classification, presentation techniques are divided | | | | Now we can come to the conclusion that H0 is |
| into two groups: visual and verbal. | | | | rejected and H1 is tenable, in other words, the |
| Visual techniques | | | | difference between the mean of experimental |
| Realia: Using a variety of real objects is one of | | | | group and control group is meaningful and this |
| the most efficient ways of teaching and learning | | | | difference can be attributed to the treatment |
| vocabulary. | | | | given to the experimental group. |
| Pictures: The main advantage of pictures is that | | | | Pedagogical Implications |
| they are able to illustrate very large objects | | | | Although the Ministry of Education has submitted |
| which are not easily brought into the classroom. | | | | an apparently satisfactory report on the |
| Mime and gesture: This is an extremely effective | | | | student’s success in language learning, it fails |
| way of introducing a new word since it resembles | | | | to come up to expectations. Almost all our |
| the total physical response, which clearly | | | | teachers at junior high school come to the tacit |
| promotes the understanding and meaningful | | | | agreement that the process of teaching English |
| retention of new vocabulary items. | | | | Language is abysmal and egregious and the bane |
| Verbal techniques | | | | refers to the following factors. |
| Definitions and illustrative sentences: The | | | | 1.Most of our teachers are not familiar with |
| introduction of a word in English through the use | | | | modern techniques of teaching language. |
| of other words in the same language offers the | | | | 2.Most of our schools, especially schools in rural |
| advantage of contextualization. In addition, | | | | areas are not well – equipped. |
| example sentences complement the definition | | | | 3.Most of our students lack motivation. |
| because they show how the new word is used. | | | | 4.Most of rural schools are old, and inappropriate |
| Synonyms and antonyms: Synonyms and | | | | for studying. |
| antonyms are especially important in building new | | | | We should keep our fingers crossed and try to |
| vocabulary because learners are able to use | | | | tackle the afore – mentioned problems – |
| known vocabulary. | | | | one of the most important factors which must be |
| Scales: This technique is the presentation of | | | | brought into focus is the use of fascinating |
| related words in scales that include the | | | | techniques for teaching language, some of |
| combination of both verbal and visual techniques. | | | | unsuccessful techniques which are used nowadays |
| Explanations: This technique explains the meaning | | | | are very dull. |
| and the use of a given foreign word in the foreign | | | | Every now and then, teachers are forced with |
| language itself. | | | | difficulties so much so that there is no way out, |
| Translations: Although many linguists state that | | | | for instance some of classes are so crowded in |
| translation is not a good presentation technique, it | | | | which no innovation is possible, as a result gaining |
| is only considered dangerous for students if it | | | | favorable and satisfactory results is dependent |
| becomes the only presentation technique. | | | | upon the fulfillment of basic conditions, otherwise |
| However, the major drawback may be when L2 | | | | we will come up against dreadful repercussions. |
| words are introduced in lists. | | | | References |
| Methodology | | | | 1-Barker, Simmons, and Kameenui, 1995.Journal of |
| The most significant aspect of this study is | | | | psychology and behavior |
| germane to the concept of vocabulary. | | | | 2. Ediger, M (1999) Reading and vocabulary |
| Specifically, the study considered the effect of | | | | Development, Journal of Instructional psychology |
| pictures as peripheral teaching aids on vocabulary | | | | Cambridge University press. |
| learning. In order to achieve this goal 150 students | | | | 3-Gairns, R and Redman's (1986) working with |
| were chosen randomly from Gavart junior high | | | | words. Cambridge university press |
| school. This school was chosen because many | | | | 4-Graves, (2000) Components of an effective |
| students from miscellaneous bucolic districts study | | | | Vocabulary Teaching- |
| there. I was faced with a medley of different | | | | 5- Nage, WE, Herman, P, and Anderson, R.C |
| students. Some of them were in the lap of luxury | | | | (1998) Learning words from context. Reading |
| whereas the rest were in dire straights, a few of | | | | research quarterly, 20.233-253. Oxford university |
| students were reticent and taciturn but some | | | | press |
| were boisterous and jaunty, but all of them were | | | | 6- Park, Sunghi M.and Gabrieli, John D.E. (1995). |
| in grade three and they had passed grade two | | | | Perceptual and non perceptual components of |
| successfully. | | | | implicit memory for pictures. |