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Mohammadi, Vali, Mohit, Narjes. (1400). Student and Teacher Attitude Toward Using Concordancing in Learning and Teaching Preposition Collocations: Issues and Options. جلوه هنر, 5(2), 139-166. doi: 10.22051/lghor.2020.31656.1316
Vali Mohammadi; Narjes Mohit. "Student and Teacher Attitude Toward Using Concordancing in Learning and Teaching Preposition Collocations: Issues and Options". جلوه هنر, 5, 2, 1400, 139-166. doi: 10.22051/lghor.2020.31656.1316
Mohammadi, Vali, Mohit, Narjes. (1400). 'Student and Teacher Attitude Toward Using Concordancing in Learning and Teaching Preposition Collocations: Issues and Options', جلوه هنر, 5(2), pp. 139-166. doi: 10.22051/lghor.2020.31656.1316
Mohammadi, Vali, Mohit, Narjes. Student and Teacher Attitude Toward Using Concordancing in Learning and Teaching Preposition Collocations: Issues and Options. جلوه هنر, 1400; 5(2): 139-166. doi: 10.22051/lghor.2020.31656.1316

Student and Teacher Attitude Toward Using Concordancing in Learning and Teaching Preposition Collocations: Issues and Options

Journal of Language Horizons
مقاله 7، دوره 5، شماره 2 - شماره پیاپی 10، مهر 2021، صفحه 139-166    اصل مقاله (752.18 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2020.31656.1316
نویسندگان
Vali Mohammadi* 1؛ Narjes Mohit2
1Assistant Professor, English Department, University of Mohaghegh Ardabili, Ardabil, Iran
2MA in TEFL, English Department, University of Mohaghegh Ardabili, Ardabil, Iran.
چکیده
The present study explored the effectiveness and efficacy of concordance-based instruction on learning and using proposition collocations (PCs) by Iranian EFL learners. Furthermore, we explored the instructional issues involved from both students and the teacher's perspectives. To this end, 60 homogeneous intermediate EFL learners participated in the study as the two thirty-subject groups of experimental and control. A researcher-made test on PCs was administered as the pretest to make sure that the learners’ knowledge of PCs was approximately equal. Two parallel versions of the pretest were administered, in turn, as the immediate and delayed posttests with the aim of evaluating the possible effect(s) of eight sixty-minute treatment sessions. The results of a repeated-measures ANOVA revealed a significant difference between the performance of the experimental group and control group from the immediate to the delayed posttests. Also, the effect for the interaction of time and group was significant. At the end of the study, a 20-item questionnaire was administered to elicit participants’ attitudes towards using concordancing to learn PCs. The results revealed that almost all respondents expressed positive attitudes towards learning PCs through concordancing, although some participants faced some practical or technical difficulties while using this technology. We also surveyed the teacher’s attitude towards concordance-based PC instruction via an interview, proposing further issues and options for the classroom teaching practice. Lastly, the implications of the study for language teaching and applied linguistics are discussed.
کلیدواژه‌ها
concordancing؛ grammatical collocations؛ lexical collocations؛ preposition؛ preposition collocations (PCs)
عنوان مقاله [English]
نگرش دانش آموزان و معلم زبان نسبت به استفاده از واژه یاب در یادگیری و تدریس هم آیی حروف اضافه: مسائل و پیشنهادات
نویسندگان [English]
والی محمدی1؛ نرجس محیط2
1استادیار گروه زبان انگلیسی، دانشگاه محقق اردبیلی، اردبیل، ایران
2کارشناس ارشد، گروه زبان انگلیسی، دانشگاه محقق اردبیلی، اردبیل، ایران
چکیده [English]
پژوهش حاضر به واکاوی تأثیرگذاری و اثربخشی تدریس واژه‌یاب بنیاد بر یادگیری و استفاده از باهم‌آیی حروف اضافه به وسیلة زبان‌آموزان ایرانی پرداخته‌است. افزون بر این، مسائل آموزشی آن را از دیدگاه دانش‌آموزان و معلم مورد کنکاش قرار دادیم. به این منظور، 60 زبان آموز ‌سطح متوسط همگونِ زبان دوم در قالب دو گروه 30 نفره‌ای  هدف و کنترل در مطالعه شرکت کردند. یک آزمون محقق‌ساخته درباره باهم‌آیی حروف اضافه به عنوان پیش‌آزمون، برای اطمینان از اینکه دانش باهم‌آیی حروف اضافه زبان‌آموزان تقریباً برابر باشد، برگزار گردید. سپس، دو نسخة موازی پیش‌آزمون، به عنوان پس‌آزمون‌های بلافصل و تأخیردار با هدف ارزیابی تأثیر(های) احتمالی هشت جلسه شصت دقیقه ای اجرا شد. یافته‌های آزمون تحلیل واریانس اندازه‌گیری‌های‌ مکرر تفاوت معناداری را بین نتایج گروه آزمایش و گروه کنترل از پس‌آزمون‌های پیوسته تا تأخیری نشان داد. همچنین، تأثیر متقابل زمان و گروه معنادار بود. در پایان پژوهش، یک پرسش‌نامة  بیست‌ماده‌ای به کار گرفته شد تا نگرش شرکت‌کنندگان نسبت به استفاده از واژه‌یاب برای یادگیری باهم‌آیی حروف اضافه به دست آید. یافته‌ها نشان داد که تقریباً همه پاسخ‌دهندگان نسبت به یادگیری باهم‌آیی حروف اضافه از طریق واژه‌یابی نگرش مثبتی داشتند، اگرچه برخی شرکت‌کننده‌ها با دشواری‌های فناوری یا تمرینی در هنگام بهره‌گیری از این فناوری روبه‌رو ‌شدند. همچنین نگرش معلم نسبت به آموزشِ باهم‌آییِ حروف اضافة مبتنی بر واژه‌یاب را با مصاحبه مورد بررسی قرار دادیم که به مسائل و امکان‌های بیشتری برای تمرین آموزش کلاسی اشاره داشت. سرانجام، کاربردهای این تحقیق برای بررسی آموزش زبان و زبان‌شناسی کاربردی مورد بحث قرار گرفت.
کلیدواژه‌ها [English]
واژه‌یاب, باهم‌آیی‌های دستوری, باهم‌آیی واژگانی, حرف اضافه, باهم‌آیی حروف اضافه
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