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The Impact of L1/L2-Based Explicit Output Task Instruction on Iranian EFL Learners’ Semantic Prosody Learning | ||
| Journal of Language Horizons | ||
| مقاله 1، دوره 2، شماره 2 - شماره پیاپی 4، مهر 2018، صفحه 51-74 اصل مقاله (1.5 M) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2019.25455.1107 | ||
| نویسندگان | ||
| Reza Bagheri Nevisi* 1؛ Rasoul Mohammad Hosseinpur2؛ Fatemeh Zadeh Darvish3 | ||
| 1Assistant professor of TEFL, English Language and Literature Department, University of Qom. | ||
| 2Assistant professor of TEFL,, English Language and Literature Department, University of Qom | ||
| 3MA Graduate, University of Qom | ||
| چکیده | ||
| Most of the studies on semantic prosody have mainly focused on the recognition of positive, negative, or neutral load of the meaning inferred from the node and its co-occurrences from corpus-based perspectives. However, this study aimed at delving into the teaching and learning aspect of semantic prosodies within the classroom setting. To this end, 76 Iranian undergraduate university students majoring in English translation were randomly selected. Receptive Semantic Prosody Test (RSPT) was administered as a pre-test to assess the students’ initial knowledge of the semantic prosodies. Then, the students were assigned to three groups: two experimental (L1-based and L2-based) and one control group. The experimental groups went through a seven-week instructional period and received explicit output task instruction on semantic prosodies for 30 minutes at the end of their regular class hour, while the control group was exposed to the same output tasks to complete based on the presented contextual clues only, and no such explicit instruction was provided to them. Finally, RSPT was administered again to see how effective the output task instruction had been with regard to the semantic prosody learning. The comparison of the two approaches to learning semantic prosody demonstrated that L1-based instruction was more effective, and EFL learners were generally more receptive to L1-based output task instruction. The study further implies that both L2 teachers and learners can ill afford to turn a blind eye to the important and undeniable role L1 use plays in learning L2 vocabularies in general and semantic prosodies in particular. | ||
| کلیدواژه‌ها | ||
| Output task؛ Semantic prosody؛ Explicit instruction؛ L1-Based instruction؛ L2-Based instruction؛ EFL learners | ||
| عنوان مقاله [English] | ||
| تاثیر آموزش صریح فعالیت خروجی زبان اول/زبان دوم-محور بر یادگیری عروض معنایی زبان آموزان ایرانی | ||
| نویسندگان [English] | ||
| رضا باقری نویسی1؛ رسول محمد حسین پور2؛ فاطمه زاده درویش3 | ||
| 1استادیار گروه زبان و ادبیات انگلیسی، دانشگاه قم | ||
| 2استادیار گروه زبان و ادبیات انگلیسی، دانشگاه قم | ||
| 3کارشناس ارشد آموزش زبان انگلیسی، دانشگاه قم | ||
| چکیده [English] | ||
| بیشتر مطالعات انجام شده در زمینه عروض معنایی عمدتاً به تشخیص بار مثبت ، منفی یا خنثی معنای استنباط شده از گره و وقوع همزمان آن از منظر پیکره ای پرداخته اند. لذا، این مطالعه با هدف بررسی جنبه های آموزش و یادگیری عروض معنایی در محیط کلاس صورت گرفته است. برای این منظور ، 76 دانشجوی دانشگاهی ایرانی مقطع کارشناسی رشته مترجمی زبان انگلیسی به طور تصادفی انتخاب شدند. آزمون عروض معنایی دریافتی (RSPT) به عنوان پیش آزمون برای ارزیابی دانش اولیه زبان آموزان در مورد عروض معنایی انجام شد. سپس، آنها به سه گروه: دو گروه آزمایشی (زبان اول-محور و زبان دوم-محور) و یک گروه گواه تقسیم شدند. گروه های آزمایشی یک دوره آموزشی هفت هفته ای را طی کردند و در پایان وقت عادی کلاس خود به مدت 30 دقیقه آموزش صریح فعالیت خروجی بر روی عروض معنایی را دریافت کردند در حالی که گروه گواه همان فعالیت های خروجی را صرفا براساس سرنخ های متنی ارائه شده تکمیل کرده و هیچ آموزش صریحی دریافت نکردند. سرانجام، آزمون عروض معنایی دریافتی مجدداً اجرا شد تا مشخص شود که آموزش صریح فعالیت خروجی با در نظر گرفتن یادگیری عروض معنایی چقدر مؤثر بوده است. مقایسه دو روش یادگیری عروض معنایی نشان داد که آموزش زبان اول-محور مؤثرتر بوده و زبان آموزان به طور کلی نسبت به آموزش زبان اول-محور فعالیت خروجی پذیرا تر بودند. این مطالعه حاکی از این است که معلمان و زبان آموزان زبان دوم نمی توانند به راحتی از نقش مهم و غیرقابل انکار زبان اول در یادگیری واژگان زبان دوم به طور اعم و یادگیری عروض معنایی به طور اخص چشم پوشی کنند. | ||
| کلیدواژه‌ها [English] | ||
| فعالیت خروجی-محور, عروض معنایی, آموزش صریح, آموزش زبان اول-محور, آموزش زبان دوم-محور | ||
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