پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 967 |
| تعداد مقالات | 8,010 |
| تعداد مشاهده مقاله | 13,573,734 |
| تعداد دریافت فایل اصل مقاله | 9,616,359 |
تأثیر ترکیب نمودهای مختلف توجه‌به‌صورت بر یادگیری واژگان انگلیسی دانش‌آموزان دبیرستان | ||
| زبان پژوهی | ||
| مقاله 3، دوره 9، شماره 23، تیر 1396، صفحه 53-78 اصل مقاله (797.08 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jlr.2017.7020.1015 | ||
| نویسندگان | ||
| افسر روحی* 1؛ سید علی رضی نژاد2 | ||
| 1دانشگاه پیام نور | ||
| 2دبیر دبیرستان | ||
| چکیده | ||
| ی تأثیر ترکیب نمودهای مختلف توجه‌به‌صورت بر یادگیری واژگان انگلیسی دانش‌آموزان دبیرستان افسر روحی1 سیدعلی رضی نژاد2 تاریخ دریافت: 17/9/94 تاریخ تصویب: 7/7/95 چکیده یادگیری واژگان انگلیسی تنها از طریق بهره‌مندی از داده‌های قابل‌فهم برای زبان‌آموزان مقدور نیست و استنباط معنای واژگان جدید در بیشتر موارد راهبردی موفق تلقی نمی‌گردد. در مطالعۀ حاضر، تأثیر 3 شگرد متفاوت بر یادگیری واژگان جدید در چارچوب پارادایم توجه‌به‌صورت مورد بررسی قرار گرفته است. برای نیل به این هدف پژوهشی، 97 دانش‌آموز پایۀ سوم دبیرستان به‌شکل تصادفی در 4 گروه گمارده شدند. ظرف 4 هفته، به همۀ گروه‌ها 4 متن انگلیسی ارائه شد که در هر کدام از آنها 20 واژۀ جدید گنجانده شده بود. در متن‌های تهیه‌شده برای گروه گواه تغییری داده نشده بود. در متن‌های گروه اول آزمایشی، زیر واژگان جدید خط کشیده شده بود؛ برای گروه دوم آزمایشی، زیر واژگان جدید خط کشیده شده بود و معادل فارسی آنها نیز داده شده بود و برای گروه سوم آزمایشی، افزون بر آن‌که معادل فارسی واژگان جدید داده شده و زیرشان خط کشیده شده بود، معلم در حین تدریس، واژگان جدید را یک بار تکرار می‌کرد. محاسبات مکرر تحلیل واریانس داده‌های پیش‌آزمون، پس‌آزمون بلافصل و تأخیری سه سنجۀ تولیدی، تمیز صحت دستوری و چهارگزینه‌ای نشان داد که ترکیب سه مؤلفۀ توجه‌به‌صورت که گروه سوم آزمایشی از آن بهره‌مند شده بود، بر رشد واژگان دانش‌آموزان مؤثرتر از موقعیتی بود که ترکیب دو مؤلفه در آن به کار گرفته شده بود و این موقعیت به نوبۀ خود مؤثرتر از موقعیتی بود که تنها یک مؤلفة توجه‌به‌صورت در آن اعمال شده بود. در مجموع، هر 3 گروه بهره‌مند از نمودهای مختلف توجه‌به‌صورت بهتر از گروه گواه عمل کردند. واژه‌های کلیدی: توجه‌به‌صورت، واژگان، معادل فارسی، خط کشیدن زیر واژگان جدید، تکرار | ||
| کلیدواژه‌ها | ||
| توجه‌به‌صورت؛ واژگان؛ "معادل فارسی"؛ "خط کشیدن زیر واژگان جدید"؛ "تکرار" | ||
| عنوان مقاله [English] | ||
| The Effect of Different Mixtures of FonF Manifestations on High School Students’ Vocabulary Learning | ||
| نویسندگان [English] | ||
| Afsar Rouhi1؛ Sayed Ali Razinezhad2 | ||
| چکیده [English] | ||
| Due to the importance associated with vocabulary competence of L2 learners, a good number of studies have addressed the effect of different methodological techniques on L2 vocabulary learning. The present study investigated the effect of underlining, underlining and L1 equivalents, underlining and L1 equivalents plus repetition–as different manifestations of FonF in EFL classroom setting. Ninety seven high school students were randomly assigned to one of the experimental conditions and a control group. The groups received the materials prepared for each of them in accordance with their conditions for 4 sessions; the control group received the reading texts with no FonF. The texts provided for the three experimental groups, however, had already been manipulated to enjoy one of the FonF conditions assumed for this study. Following the treatment deliverance, all the four participating groups took a judgment measure, a multiple-choice test, and a production test over the immediate and delayed posttests. Repeated measures ANOVAs run on the data from these tests showed that the group which received a pack of all the three manifestations of FonF could enhance their vocabulary significantly compared to the other groups involved. And the experimental group which had received two manifestations of FonF outperformed the control group and the experimental group which benefited from just one manifestation of FonF. The findings suggest that an appropriate mixture of FonF has the potentiality to enhance L2 vocabulary learning significantly. | ||
| کلیدواژه‌ها [English] | ||
| FonF, L2 vocabulary, Persian equivalent, underlining, repetition | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
صحرایی، رضامراد و شهناز احمدی قادر (1394). «آموزش مستقیم واژه در متن: مقایسۀ تاثیر دو رویکرد یادگیری مستقیم و تصادفی در یادگیری واژه». زبان پژوهی. 7(17). صص 102–77. Coxhead, A. (2012). "Academic Vocabulary, Writing and English for Academic Purposes: Perspectives from Second Language Learners". RELC Journal. 43. pp. 137–145.
Crawford, J. (2004). "Language Choices in the Foreign Language Classroom: Target Language or the Learners’ First Language?". RELC. 35. pp. 5–20.
DeKeyser, R. M. (1998). "Beyond Focus on Form: Cognitive Perspective on Learning and Practical Second Language Grammar". Focus on Form in Classroom Second Language Acquisition. C. Doughty & J. Williams (eds.). Cambridge: Cambridge University Press. pp. 41–63.
Ellis, R. (ed.). (2001). "Form-focused Instruction and Second Language Learning". A Supplement to Language Learning. 51. op.1–46: Supplement 1.
Fraser, C. A. (1999). "Lexical Processing Strategy Use and Vocabulary Learning through Reading". Studies in Second Language Acquisition. 21. pp. 225–241.
Gultmann, A. (2002). The Olympics: A History of the Modern Games. Illinois: University of Illinois Press.
Hall, C. J. (2002). "The Automatic Cognate form Assumption: Evidence for the Parasitic Model of Vocabulary Development". IRAL. 40. pp. 69–87.
Heidari-Shahreza, M. A. & M. Tavakoli (2016). "The Effects of Repetition and L1 Lexicalization on Incidental Vocabulary Acquisition by Iranian EFL Learners". The Language Learning Journal. 44(1). pp. 17–32.
Hill, M. & B. Laufer (2003). "Type of Task, Time-on-task and Electronic Dictionaries in Incidental Vocabulary Acquisition". IRAL. 41. pp. 87–106.
Horst, M., T. Cobb & P. Meara (1998). "Beyond a Clockwork Orange: Acquiring Second Language Vocabulary through Reading". Reading in a Foreign Language. 11. pp. 207–223.
Hulstijn, J. H. (1992). "Retention of Inferred and Given Word Meanings: Experiments in Incidental Vocabulary Learning". Vocabulary and Applied Linguistics. P. J. L. Arnaud & H. Be’joint (eds.). Basingstoke, UK: Macmillan. pp. 113–125.
………. (2001). "Intention and Incidental Second Language Vocabulary Learning: A Reappraisal of Elaboration, Rehearsal, and Automaticity". Cognition and Second Language Instruction. P. Robinson (ed.).Cambridge: Cambridge University Press. pp. 258–286.
Jones, L. C. & J. L. Plass (2002). "Supporting Listening Comprehension and Vocabulary Acquisition in French with Multimedia Annotation". The Modern Language Journal. 86. pp. 546–558.
Kaivanpanah, S. & M. Alavi (2008). "Deriving Unknown Word Meaning from Context: Is it Reliable". RELC Journal. 39(1). pp. 77–95.
Knight, S. (1994). "Dictionary Use while Reading: The Effects on Comprehension and Vocabulary Acquisition for Students of Different Verbal Abilities". Modern Language Journal.78. pp. 285–299.
Ko, M. H. (2005). Glosses, Comprehension, and Strategy Use. Reading in a Foreign Language, 17, 125–143.
………. (2012)." Glossing and Second Language Vocabulary Learning". TESOL Quarterly. 46. pp.56–79.
Laufer, B. (2005a). "Focus on Form in Second Language Vocabulary Learning". EUROSLA Yearbook. 5. pp. 223–250.
………. (2005b). "Instructed Second Language Vocabulary Learning: The Fault in the ‘Default Hypothesis’". Investigations in Instructed Second Language Acquisition. A. Housen & M. Pierrard (Eds.). Berlin: Mouton de Gruyter. pp. 311–332.
Laufer, B. & N. Girsai (2008)."The Use of Native Language for Improving Second Language Vocabulary". Studies in Language and Language Education: Essays in Eonor of Elite Olshtain. A. Stavans & I. Kupferberg (eds.). Jerusalem: The Hebrew University Magnes Press. pp. 261–275.
Laufer, B. & B. Rozovski-Roitblat (2011). "Incidental Vocabulary Acquisition: The Effects of Task Type, Word Occurrence and their Combination". Language Teaching Research. 15. pp.391–411.
Laufer, B. & K. Shmueli (1997). "Memorizing New Words: Does Teaching have anything to Do with it?". RELC Journal. 28. pp. 89–108.
Lightbown, P. M. (2008). "Transfer Appropriate Processing as a Model for Classroom Second Language Acquisition". Understanding Second Language Process . Z. -H. Han (ed.). Clevedon, UK: Multilingual Matters. pp. 27–44.
Lightbown, P. M. & S. Spada (1999). How Languages are Learned (rev. ed.). Oxford: Oxford University Press.
Loewen, S. & L. Plonsky (2015). An A–Z of Applied Linguistics Research Methods. New York: Palgrave.
Long, M. (1991). Focus on Form: "A Design Feature in Language Teaching Methodology". Foreign Language Research in Cross-cultural Perspective. K. de Bot, R. Ginsberg & C. Kramsch (eds.). Amsterdam: John Benjamins. pp. 39–52.
Luppesku, S. & R. R. Day (1993). "Reading, Dictionaries, and Vocabulary Learning". Language Learning. 43. pp. 263–287.
Lyster, R. (1994). "The Effect of Functional-analytic Teaching on Aspects of French Immersion Learners' Sociolinguistic Competence". Applied Linguistics. 15. pp. 263–287.
Min, H.T. (2008). "EFL Vocabulary Acquisition and Retention". Language Learning. 58. pp.73–115. Mondria, J. (2003). "The Effects of Inferring, Verifying, and Memorizing on the Retention of L2 Word Meanings: An Experimental Comparison of the “Meaning-inferred Method” and the “Meaning-given Method”". Studies in Second Language Acquisition. 25. pp. 473–499. Nagata, N. (1999). "The Effectiveness of Computer-assisted Interactive Glosses". Foreign Language Annals. 32. pp. 469–479.
Nassaji, H. (2003). "L2 Vocabulary Learning from Context: Strategies, Knowledge Sources, and their Relationship with Success in L2 Lexical Inferencing". TESOL Quarterly. 37. pp. 645–670.
Nation, I. S. P. (2001). Learning Vocabulary in another Language. New York: Cambridge University Press.
Norris, J. & L. Ortega (2000). "Effectiveness of L2 Instruction: A Research Synthesis and
Quantitative Meta-analysis". Language Learning. 50. pp. 417–528.
Paribakht, T. & M. Wesche (1999). "Reading and “Incidental” L2 Vocabulary Acquisition: An Introspective Study of Lexical Inferencing". Studies in Second Language Acquisition. 21. pp. 195–224.
Peters, E. N. (2006). Vocabulary Acquisition in a Foreign Language: The Influence of Task and Text Variables (Unpublished Doctoral Dissertation). University of Leuven, Belgium.
Qian, D. D. (2005). "Demystifying Lexical Inferencing: The Role of Aspects of Vocabulary Knowledge". TESL Canada. 22(2). pp. 34–54.
Ramachandran, S. D. & H. A. Rahim (2004). "Meaning Recall and Retention: The Impact of the Translation Method on Elementary Level Learners’ Vocabulary Learning". RELC Journal. 35. pp. 161–178.
Rott, S. (1999). "The Effect of Exposure Frequency on Intermediate Language Learners’ Incidental Vocabulary Acquisition and Retention through Reading". Studies in Second Language Acquisition. 21. pp. 589–619.
Rott, S.. (2005). "Processing Glosses: A Qualitative Exploration of how Form-meaning Connections are Established and Strengthened". Reading in a Foreign Language. 17. pp. 95–124.
Rott, S. & J. William (2003). "Making Form-meaning Connection while Reading: A Qualitative Analysis of Word Processing". Reading in a Foreign Language. 15. pp. 45–75.
Saragi, T., I. S. P. Nation & G. Meister (1978). "Vocabulary Learning and Reading". System. 6. pp.70–78.
Schmidt, R. (1990). "The Role of Consciousness in Second Language Learning". Applied Linguistics. 11. pp. 17–45.
Sunderman, G. & J. F. Kroll (2006). "First Language Activation during Second Language Lexical Processing". Studies in Second Language Acquisition. 28. pp. 387–422.
Waring, R, & M. Takaki (2003). "At what Rate do Learners Learn and Retain New Vocabulary from Reading a Graded Reader?". Reading in a Foreign Language. 15. pp. 130–163.
Wesche, M. B. & T. S. Paribakht (2010). Lexical Inferencing in a First and Second Language:Cross-linguistic Dimensions. Toronto: Multilingual Matters.
Young, D. C. (2004). A Brief History of the Olympic Games. Oxford: Wiley Blackwell. | ||
|
آمار تعداد مشاهده مقاله: 1,115 تعداد دریافت فایل اصل مقاله: 761 |
||
