Abstract
The present quasi-experimental study investigates the role of integrating the deep-end strategy, the task-based, and the scenario-based patterns of activity sequencing against the presentation–practice–production pattern in promoting the receptive vocabulary size (RVS) among 75 undergraduate English students at Sétif 2 University, Algeria. The study used the receptive vocabulary levels test (Schmitt et al. in Language Testing 18: 55–88, 2001) to measure the RVS of the students following a non-randomized control group pretest–post-test design. The obtained results revealed significant differences in the scores of the students on the used test, confirming that the pattern integration is effective in enhancing RVS growth.
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Bouirane, A. (2019). Vocabulary Instruction Through Patterns of Activity Sequencing Use: Revising the Understanding of Integration in Language Teaching. In: Hidri, S. (eds) English Language Teaching Research in the Middle East and North Africa. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-98533-6_15
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