In regard to lexical interventions, vocabulary instruction covered three areas: the meaning of lexical items, how
they were used within specific contexts, and perhaps most importantly, how they actually sounded within those
contexts. These multiple exposures to lexical items resulted in an improved depth of processing. This in turn
helped students to internalize the lexical items and prepare them for immediate use (Mortazavi, 2011). As
Schmidt (2001) contended, learning requires learners to be actively involved, which allows them to first notice
and then intake new elements. Multiple exposures to lexical items provided students with an avenue to
successfully learning the vocabulary.
In regard to lexical interventions, vocabulary instruction covered three areas: the meaning of lexical items, howthey were used within specific contexts, and perhaps most importantly, how they actually sounded within thosecontexts. These multiple exposures to lexical items resulted in an improved depth of processing. This in turnhelped students to internalize the lexical items and prepare them for immediate use (Mortazavi, 2011). AsSchmidt (2001) contended, learning requires learners to be actively involved, which allows them to first noticeand then intake new elements. Multiple exposures to lexical items provided students with an avenue tosuccessfully learning the vocabulary.
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