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The Relationship between Perceptual Learning Style Preferences and Depth of Vocabulary Knowledge | ||
| Journal of Language Horizons | ||
| مقاله 4، دوره 3، شماره 2 - شماره پیاپی 6، مهر 2019، صفحه 79-103 اصل مقاله (1.25 M) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.28705.1207 | ||
| نویسندگان | ||
| Is'haaq Akbarian* 1؛ Mohammad Afzali-Shahri2؛ Javad Ghasemi-Rezveh3؛ Mahmood Salimi4 | ||
| 1Associate Professor, Department of English Language and Literature University of Qom, Qom, Iran | ||
| 2MPhil, Department of English Language and Literature University of Qom, Qom, Iran | ||
| 3MA Student, Department of English Language and Literature University of Qom, Qom, Iran | ||
| 4Assistant Professor, Department of English Language and Literature University of Qom, Qom, Iran | ||
| چکیده | ||
| Learners differ in the manner of understanding, organizing, and retaining information or experience. Therefore, this study investigates the relationship between perceptual learning style preferences and depth of vocabulary knowledge of 235 tertiary EFL learners (male = 89, female = 146) from two Iranian universities. The learners’ responses on Perceptual Learning Style Preference Questionnaire (Reid, 1984) showed that kinesthetic, auditory, visual, and tactile modalities were found to be the major categories while individual and group styles appeared to be minor. Furthermore, the data from the Word Associates Test (WAT, Read, 2000) revealed that the participants’ mean scores on tactile style significantly correlated with WAT and its constituent parts (synonym and collocation). Despite the negative tendency towards group activities, the high-group learners had more major preferences than the low-group learners. Moreover, the mean scores of males’ auditory style was under the cut-off point for a major learning style and lower than that of females. However, males outscored females on WAT, synonym, and collocation. Yet, tactile modality significantly correlated with WAT, synonym, and collocation for females. Group learning was the least preferred style by the participants. Thus, in teaching vocabulary, especially depth dimension, different teaching techniques and materials should be provided selectively to attend to the learners’ diverse learning styles. | ||
| کلیدواژه‌ها | ||
| Learning Styles؛ Perceptual Learning Style Preferences؛ Vocabulary Knowledge؛ Vocabulary Depth؛ Gender | ||
| عنوان مقاله [English] | ||
| رابطۀ بین سبک‌های غالب یادگیریِ ادراکی و عمق دانش واژگانی | ||
| نویسندگان [English] | ||
| اسحق اکبریان1؛ محمد افضلی شهری2؛ جواد قاسمی رزوه3؛ محمود سلیمی4 | ||
| 1دانشیار گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران | ||
| 2دانشور گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران | ||
| 3دانشجوی کارشناسی ارشد گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران | ||
| 4استادیار گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران | ||
| چکیده [English] | ||
| فراگیران در شیوۀ درک اطلاعات و تجربیات و نیز سازمان‌بندی و نگهداری آنها (یعنی سبک غالب یادگیری) با یکدیگر متفاوت هستند. از این‌رو در پژوهش حاضر، رابطۀ بین سبک‌های غالب یادگیری ادراکی و عمق دانش واژگانی فراگیران زبان انگلیسی در سطح دانشگاه مورد بررسی قرار گرفته است. شرکت‌کنندگان در این پژوهش 235 نفر (شامل 89 مرد و 146 زن) از دو دانشگاه ایرانی بودند. پاسخ فراگیران به پرسشنامۀ سبک‌های غالب یادگیری (رید، 1984) نشان داد که سبک‌های حرکتی، شنیداری، دیداری و لمسی، گروه‌های اصلی را تشکیل می‌دهند و سبک‌های فردی و گروهی، انواع فرعی هستند. علاوه بر این، داده‌های حاصل از آزمون تداعی واژه‌ها (رید، 2000) نشان داد که امتیاز میانگین سبک لمسی شرکت‌کنندگان با آزمون تداعی واژه‌ها و اجزای تشکیل دهندۀ آنها (مترادف‌ها و همنشین‌ها) همبستگی معناداری دارد. این پژوهش نشان داد فراگیران گروه قوی، علی‌رغم گرایش منفی به فعالیت‌های گروهی، نسبت به فراگیران گروه ضعیف، از سبک‌های اصلی بیشتری برخوردارند. به‌علاوه، سبک شنیداری مردان، پایین‌تر از نقطۀ بُرشِ سبک یادگیری اصلی و کمتر از امتیاز میانگین زنان است. با این حال، مردان در مقایسه با زنان، در آزمون تداعی واژه‌ها، مترادف‌ها و همنشین‌ها امتیاز بهتری کسب کردند اما سبک لمسی با آزمون تداعی واژه‌ها، مترادف‌ها و همنشین‌ها در گروه زنان، همبستگی معناداری نشان داد. همچنین یادگیری گروهی برای شرکت‌کنندگان کمترین اهمیت را داشت. بدین ترتیب، در تدریس واژگان، بخصوص در بُعد عمق، باید تکنیک‌ها و مواد مختلفی انتخاب شوند تا سبک‌های گوناگون یادگیری زبان‌آموزان را پوشش دهد. | ||
| کلیدواژه‌ها [English] | ||
| سبک‌های یادگیری, سبک‌های غالب یادگیری ادراکی, دانش واژگانی, عمق واژگان, جنسیت | ||
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