پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 932 |
| تعداد مقالات | 7,652 |
| تعداد مشاهده مقاله | 12,493,343 |
| تعداد دریافت فایل اصل مقاله | 8,884,924 |
تأثیر بازی‌های زبانی مبتنی بر گفتمان کلاسی بر دایره‌ی واژگان کودکان | ||
| زبان پژوهی | ||
| مقاله 3، دوره 11، شماره 33، اسفند 1398، صفحه 47-62 اصل مقاله (531.28 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jlr.2018.17838.1443 | ||
| نویسندگان | ||
| فاطمه مؤذنی* 1؛ فردوس آقاگل زاده2؛ اردشیر ملکی مقدم3 | ||
| 1کارشناس ارشد زبان‌شناسی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران | ||
| 2استاد گروه زبان‌شناسی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران | ||
| 3مربی گروه زبان‌شناسی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران | ||
| چکیده | ||
| پژوهش حاضر، به منظور تعیینِ میزان تأثیر‌گذاری بازی‌های آموزشیِ مبتنی بر گفتمان کلاسی، بر دایرة واژگان کودکان کلاس دوم ابتدایی انجام شد. نخست، مفهوم گفتمان کلاسی به درون‌دادِ ارائه‌شده و یا تنظیم‌شده به وسیلة معلم و تعامل و پیوند میان دانش‌آموزان از طریق بازی محدود شد. سپس، 44 دانش‌آموز پایة دوم ابتدایی با روش نمونه‌گیری در دسترس انتخاب شده و به شیوة تصادفی به دو گروه کنترل و آزمایش گروه‌بندی شدند. طرح پیش‌آزمون-پس‌آزمون با بهره‌گیری از یک آزمون دایرة واژگانِ محقق‌ساخته که دربرگیرندة 35 پرسش بود، به اجرا درآمد. در ابتدای فرایند پژوهش، پیش‌آزمون از هر دو گروه به اجرا در آمد تا از میزان یکپارچگی و سطح آگاهی آن‌ها دربارة واژگان اطمینان به دست آید. سپس، گروه آزمایش طی 6 ماه به مدت 3 ساعت در هفته، با روش مبتنی بر بازی‌های زبانی مبتنی بر گفتمان کلاسی آموزش داده شدند. گروه کنترل نیز بدون تمرکز بر بازی‌های زبانی و در همان مدت با معلم و کتاب آموزشی، موردِ آموزش سنتی یکسان قرار گرفتند. در پایان دورة آموزشی، پس‌آزمون پیشرفت زبانی از هر دو گروه به اجرا درآمد. یافته‌های تحلیل نمرات با بهره‌گیری از آزمون تی مستقل نشان داد که تفاوت معناداری در یافته‌های پس‌آزمون بین گروه آزمایش که تحت آموزش با بازی‌های زبانیِ مبتنی بر گفتمان کلاسی قرار گرفته بود و گروه کنترل که تحت آموزش سنتی بود، وجود داشت. به این معنا که گروه آزمایش پیشرفت چشمگیری در افزایش دایرة واژگان از خود نشان داد. یافته‌ها می‌تواند راهگشای معلمان، برنامه‌ریزان و نگارندگان کتابهای درسی در نظام آموزش و پرورش کشور باشد تا با توجه به رویکردهای گفتمانی روزمره و گنجاندن مفاهیم مرتبط با بازی، علاقه و تمایل دانش‌آموزان برای یادگیری را افزایش دهند. | ||
| کلیدواژه‌ها | ||
| بازی زبانی؛ دانش‌آموزان ابتدایی؛ دایره‌ی واژگان؛ گفتمان کلاسی | ||
| عنوان مقاله [English] | ||
| The Effect of Classroom Discourse-based Language Games on Children's Vocabulary Size | ||
| نویسندگان [English] | ||
| Fatemeh Moazzeni1؛ Ferdows Aghagolzadeh2؛ Ardeshir Malekimoghaddam3 | ||
| 1MA in Linguistics, Department of Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran | ||
| 2PhD in Linguistics, Department of Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran | ||
| 3PhD in Linguistics, Department of Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran | ||
| چکیده [English] | ||
| Introduction Games have a variety of benefits for the all-inclusive development of children, such that some educators emphasize the use of educational games as the primary means of teaching children to learn. Many of the instructors suggest educational games as one of the most desirable educational tools. From the linguistic point of view, it should be noted that the enrichment and expansion of the vocabulary of the students depends on a variety of factors. In particular, language games have a special place because their main goal is to indirectly strengthen the infrastructural and superstructural structures of the language and facilitate the process of learning through its enjoyment. From the discursive point of view, researchers shifted their orientation from focusing solely on the psychological considerations of the language towards studies on context-foundation learning, meaning that the child’s discourse was perceived in natural environments, activities, and everyday situations. Classroom discourse is one of the most prominent examples in this regard. Given the above issues, the main problem of the research is to answer the question of whether language games based on classroom discourse interactions have a significant effect on the vocabulary size of elementary students. Methodology: The sample consisted of 44 elementary students in grade 2 who were studying in Qarchak city of Varamin in the educational year of 2016-2017. They were selected through available sampling method. The sample was divided into an experimental group (including 22 students) and a control group (including 22 students) by simple random method. To test the progress of the vocabulary size of students by classroom discourse-based games, a researcher-made test containing 35 questions was used as the pre- and post-test. The vocabulary used in this test was selected after a class discourse analysis over 10 sessions, so that the text of all class conversations was recorded and then written on paper. Then, the words that have a nominal, adverbial or adjectival role were classified and 40 words were randomly selected from these words. After this step, four options for each item were developed. After consulting with a linguist specialist and two primary school teachers, and through the item-objective congruence index, the validity of the questionnaire was confirmed. After deleting 5 items, 35 items were selected as the final test. In order to determine the reliability of this test, 20 primary school students were used. Using Cronbach’s alpha coefficient, the internal consistency of the items was calculated to be 0.84, indicating a high reliability. In order to collect data, the pre-test was taken from both groups at first. Then, the experimental group was trained with language games for 6 months and 3 hours a week. The control group was trained regularly in the same period. At the end of the training period, the post-test of linguistic progression was performed for both groups and the results were compared by independent t-test. Given the fact that the language of the teacher is the main source of input in the classroom and that teachers control the classroom through linguistic methods, in the present study, the concept of classroom discourse was limited to the input presented or set by the teacher and the interaction and communication between the students through games. Results: The results showed that the difference between the two groups was significant in the post-test, and according to the mean difference, the vocabulary size of the experimental group, which used language games based on classroom discourse, had much more progress. As a result, it can be admitted that language games based on classroom discourse interactions have a significant and positive effect on vocabulary size of students. Conclusion: Various reasons can be found for the effect of classroom discourse-based games on vocabulary size of elementary students. First, classroom discourse may have raised the level of learners’ attention to input. In other words, class discourse can increase the durability of words in long-term memory by highlighting the target vocabulary and creating a semantic network with classroom elements. Secondly, the interactive feature of language games, as well as the environment without anxious that these games create for learners, reduce stimulus filters and increase learning efficiency. It is very important for the teacher to organize the game for students. That is, the teacher should provide a model for children to play. It is better to design and apply this modeling to familiarize them with skills and methods. The findings and suggestions of this research can help teachers, planners and authors of textbooks in the educational system in order to increase the interest and willingness of students to learn by attention to daily discourse approaches and inclusion of related concepts of language games. | ||
| کلیدواژه‌ها [English] | ||
| language game, elementary students, vocabulary size, classroom discourse | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
اخواست، آسیه (1388). «بازی‌های آموزشی و تاثیر آن بر فرایند یاددهی– یادگیری». تعلیم و تربیت استثنایی. شمارة 91. صص 48-40. افشار، مهدی (1394). تأثیر آموزش بازیمحور بر یادگیری لغات انگلیسی توسط دانش‌آموزان جوان مبتدی ایرانی. پایان‌نامه کارشناسی ارشد، دانشگاه شهرکرد. انگجی، لیلی و عزیزه عسگری (۱۳۸۵). بازی و تأثیر آن بر رشد کودک. چ 1. تهران: طراحان ایماژ. بافنده، احسان (1392). تأثیر استفاده از بازی‌های رایانهای تمامنما بر فراگیری لغات زبان انگلیسی دانش‌آموزان ایرانی. پایان‌نامه کارشناسی ارشد. دانشگاه شیخ بهایی. صحرایی، رضا مراد و شهناز احمدی قادر (1394). «آموزش مستقیم واژه در متن: مقایسة تأثیر دو رویکرد یادگیری مستقیم و تصادفی در یادگیری واژه رضا مراد صحرایی شهناز احمدی قادر». زبان پژوهی. سال 7. شمارة 17. صص 77-102. قلیزاده، میترا. (1393). تأثیر فعالیت‌های زبانی بازی-محور همراه با توجه برنامهریزیشده به ساختار زبان را بر دانش دستوری زبان‌آموزان ایرانی در نوشتار کنترلشده آنان. پایان‌نامه کارشناسی ارشد. دانشگاه ارومیه. Afshar, M. (2015). Effect of game-based teaching on English vocabulary learning by young beginner Iranian students (Unpublished Master's thesis), Shahrekord University, Shahrekord, Iran [In Persian].
Akhast, A. (2009). Educational games and their effects on the teaching-learning process. Exceptional Education, 91, 40-48 [In Persian].
Bafandeh, E. (2013). Theeffect of using full-featuredvideo games on vocabulary retention of Iranian EFL students. (Unpublished Master thesis), Sheikh Bahaei University, Esfahan, Iran [In Persian].
Burenheide, B. J. (2006). Instructional gaming in elementary schools. (Ph.D. dissertation), Kansas State University, Kansas, United States.
Carter, R. (2012). Vocabulary: applied linguistic perspectives. London: Routledge.
Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press.
Cook-Gumperz, J. & Kyratzis. A. (2003). Child discourse. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Eds.), The handbook of discourse analysis (pp. 590-611). Oxford, England: Blackwell Publishers Ltd.
Cullen, R. (1998). Teacher talk and the classroom context. ELT Journal, 52, 179-187.
DeHaan, J. W., Reed, W., & Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning and Technology, 14, 74-94.
Dolati, R. I., & Mikaili, P. (2011). Effects of instructional games on facilitating of students' vocabulary learning. Australian Journal of Basic and Applied Sciences, 5(11), 1218-1224.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
El-Shamy, S. (2001). Training games: everything you need to know about using games to reinforce learning. New York: McGraw Hill Professional.
Engji, L. & Asgari, A. (2006). Games and their effect on child growth (1nd ed.). Tehran: Tarahane Imaj Publication [In Persian].
Ervin-Tripp, S. & Mitchell-Kernan, C. (1977). Child discourse. New York: Academic Press.
Gholizadeh, M. (2014). The impact of language play-oriented tasks with planned focus on form on Iranian EFL learners' accuracy in controlled writings. (Unpublished Master thesis), Urmia University, Urmia, Iran [In Persian].
Haynes, J., & Zacarian, D. (2010). Teaching English language learners across the content areas. Virginia: Stylus Publishing.
Hickmann, M. (2007). Static and dynamic location in French: Developmental and cross-linguistic perspectives. In M. Aurnague, M. Hickmann & Laure Vieu (Eds.), The Categorization of Spatial Entities in Language and Cognition (pp. 205-231). Amsterdam & Philadelphia: John Benjamins.
Hymes, D. (1972). On communicative competence. In J. B. Pride and J. Holmes, (Eds.) Sociolinguistics. (pp. 269-93). Harmondsworth, Middlesex: Penguin Education.
Johnson, K. E. (1995). Understanding communication in second language classrooms. Cambridge: Cambridge University Press.
Kalaycıoğlu, H. E. (2011). The effect of picture vocabulary games and gender on four year-old children’s English vocabulary performance: an experimental investigation (Unpublished master thesis). Middle East Technical University, Ankara, Turkey.
Kalaycıoğlu, H. E. (2011). The effect of picture vocabulary games and gender on four year-old children’s English vocabulary performance: an experimental investigation. (Unpublished master thesis). Middle East Technical University, Ankara, Turkey.
Ke, F., & Grabowski, B. (2007). Gameplaying for maths learning: cooperative or not?. British Journal of Educational Technology, 38(2), 249-259.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Liles, B. Z. (1993). Narrative discourse in children with language disorders and children with normal language: a critical review of the literature. Journal of Speech, Language, and Hearing Research, 36(5), 868-882.
Martinson, B. E., & Chu, S. (2008). Impact of learning style on achievement when using course content delivered via a game-based learning object. In R. E. Ferdig (Ed.), Handbook of research on effective electronic gaming in education (pp. 478 – 488)). Pennsylvania: IGI Global.
Masri, A. A., & Najar, M. A. (2014). The effect of using word games on primary stage students achievement in English language vocabulary in Jordan. American International Journal of Contemporary Research, 4(9), 114-152.
Moser, J., Harris, J., & Carle, J. (2012). Improving teacher talk through a task-based approach. ELT Journal, 66, 81-88.
Paul, R., & Smith, R. L. (1993). Narrative skills in 4-year-olds with normal, impaired, and late-developing language. Journal of Speech, Language, and Hearing Research, 36(3), 592-598.
Rymes, B. (2009). Classroom discourse analysis: a tool for critical reflection. Cresskill, NJ: Hampton Press.
Sahraee. R. M., & Ahmadiye Ghader, S. (2016). Direct teaching of vocabulary in context: the comparison of effect of direct and incidental teaching in learning vocabulary. Zabanpajouhi, 7(17), 77-102. doi: 10.22051/jlr.2016.2147 [In Persian].
Schieffelin, B. B., & Ochs, E (1979). Developmental pragmatics. New York: Academic Press.
Schmidt, R. W. (1990). The role of consciousness in second language learning1. Applied linguistics, 11(2), 129-158.
Schwienhorst, K. (2002). Why virtual, why environments? implementing virtual reality concepts in computer-assisted language learning. Simulation & Gaming, 33(2), 196-209.
Scrivener, J., (2005). Learning teaching. Oxford: Macmillan Publishers.
Sowa, J. F. (Ed.). (2014). Principles of semantic networks: explorations in the representation of knowledge. San Mateo, CA: Morgan Kaufmann Publishers.
Spada, P. M. (1994). Classroom interaction analysis. TESOL Quarterly, 2, 685-688.
Tuan, L. T. (2012). Vocabulary recollection through games. Theory and Practice in Language Studies, 2(2), 257.
Vahdat, S., & Behbahani, A. R. (2013). The effect of video games on Iranian EFL learners’ vocabulary learning. Reading, 13(1), 61-71.
Van Lier, L. (1996). Interaction in the language curriculum: awareness, autonomy, and authenticity. London: Longman.
Walsh, S. (2006). Investigating classroom discourse. London: Routledge.
Wang, Y. J., Shang, H. F., & Briody, P. (2011). Investigating the impact of using games in teaching children English. International Journal of Learning and Development, 1(1), 127-141.
Wright, A., Betteridge, D., & Buckby, M. (2006). Games for language learning (3nd ed.). Cambridge: Cambridge University Press.
Zaparyniuk, N.E. (2006). The exploration of video games as a tool for problem solving and cognitive skills development. (Master thesis) University of Alberta, Alberta, Canada. | ||
|
آمار تعداد مشاهده مقاله: 940 تعداد دریافت فایل اصل مقاله: 546 |
||
