The effect of context (Humorous vs. non-humorous) on vocabulary acquisition and retention of iranian EFL learners

Abstract

For almost four decades, ESL/EFL scholars have been trying to find which learning type, contextualized vs. decontextualized, leads to better vocabulary acquisition and retention. In an attempt to solve this problem, this study tried to examine the possible effectiveness of using humorous context on vocabulary acquisition and retention. Another issue that was undertaken in the present study was comparing the efficiency of contextualized and decontextualized vocabulary learning and retention. For this purpose, 58 Iranian EFL learners were categorized into 3 groups: a) humorous, b) non-humorous, and c) decontextualized. The findings were analyzed using one-way ANOVA and Tukey post hoc test. As the results revealed, the participants in decontextualized group outperformed the participants in both humorous and non-humorous groups. However, it should be noted that the performance of humorous group was significantly better than the performance of non-humorous group.