Teaching Vocabulary in Context: A Reader Response Approach to Lexical Development
DOI:
https://doi.org/10.31185/wjfh.Vol21.Iss4.1214Abstract
This study investigates the application of Reader Response Theory (RRT) in enhancing vocabulary acquisition among Iraqi EFL learners through literary short stories. Unlike traditional vocabulary lists taught in isolation from their context, the researcher adopts a quasi-experimental pre-test/post-test design with inferential statistical analysis to evaluate learners’ retention, semantic associations, and productive lexical use. This paper promotes an affective, reader-centered learning environment where learners emotionally engage with vocabulary through interpretation, empathy, and reflection. The study proposes a conceptual model based on the Reader-Response Vocabulary Learning (RRVL) hypothesis to demonstrate how personal literary encounters facilitate deeper word learning. Findings suggest that when words are experienced in emotionally meaningful contexts, they are more likely to be internalized and recalled. Thus, the study positions RRT as an effective pedagogical bridge between applied linguistics and literature, offering a transformative alternative to mechanical memorization. It advocates for integrating literature into vocabulary instruction by emphasizing learners’ personal responses and interpretive agency.
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