INCIDENTAL VOCABULARY ACQUISITION THROUGH READING FABLES

Abstract

Many studies have shown that reading literary texts plays a significant role in the process of second/foreign language vocabulary acquisition. This research has been conducted in order to investigate a) to what extend reading and processing of fables by using language-based approaches contributes to the process of vocabulary acquisition in EFL students, and b) if there is a difference in the amount of vocabulary acquired through reading and processing of fables with the amount of acquired vocabulary taught by using traditional vocabulary exercises. These research results show that the students that read  fables by using language-based approaches, in spite of having lower pretest scores, showed significantly higher posttest scores.