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Savojbolaghchilar, Sanam, Seifoori, Zohreh, Ghafoori, Nasser. (1402). Enhancing Advanced EFL Learners’ Vocabulary Recall via MI-oriented Thematic Vocabulary Clustering. جلوه هنر, 7(2), 119-145. doi: 10.22051/lghor.2022.37157.1537
Sanam Savojbolaghchilar; Zohreh Seifoori; Nasser Ghafoori. "Enhancing Advanced EFL Learners’ Vocabulary Recall via MI-oriented Thematic Vocabulary Clustering". جلوه هنر, 7, 2, 1402, 119-145. doi: 10.22051/lghor.2022.37157.1537
Savojbolaghchilar, Sanam, Seifoori, Zohreh, Ghafoori, Nasser. (1402). 'Enhancing Advanced EFL Learners’ Vocabulary Recall via MI-oriented Thematic Vocabulary Clustering', جلوه هنر, 7(2), pp. 119-145. doi: 10.22051/lghor.2022.37157.1537
Savojbolaghchilar, Sanam, Seifoori, Zohreh, Ghafoori, Nasser. Enhancing Advanced EFL Learners’ Vocabulary Recall via MI-oriented Thematic Vocabulary Clustering. جلوه هنر, 1402; 7(2): 119-145. doi: 10.22051/lghor.2022.37157.1537

Enhancing Advanced EFL Learners’ Vocabulary Recall via MI-oriented Thematic Vocabulary Clustering

Journal of Language Horizons
مقاله 5، دوره 7، شماره 2 - شماره پیاپی 16، آذر 2023، صفحه 119-145    اصل مقاله (454.35 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.37157.1537
نویسندگان
Sanam Savojbolaghchilar1؛ Zohreh Seifoori* 2؛ Nasser Ghafoori3
1Ph.D. in TEFL, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2Associate Professor, Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran
3Assistant Professor, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده
The present study aimed at exploring if the vocabulary recall of the advanced EFL learners could be enhanced by MI-oriented Thematic Vocabulary Instruction (TVI). To scrutinize the probable impact of the treatment on various intelligence groups, we selected a purposive homogeneous sample of 80 out of 118 advanced level learners and assigned them to four groups. The first experimental group (EG1) underwent TVI along with matching MI-based tasks, the second experimental group (EG2) received TVI with non-matching MI-oriented tasks, the third experimental group (EG3) had TVI but just did the coursebook exercises and the control group (CG) received conventional non-thematic instruction with coursebook exercises. 60 advanced words were taught for 10 sessions. The vocabulary recall test was administered with a three-week interval after the end of the treatment, requiring the participants to use the words in five paragraphs based on the given topic and the frequency counts showed the number of the new words. The results from ANOVA and Tukey post hoc tests revealed that the EG1 members who had undergone TVI with MI-oriented tasks significantly outperformed their peers. Specifically, verbally intelligent learners had the highest and the intra-personally dominant ones had the lowest significant performances. The findings accentuate the significance of taking individual differences into account and offer a number of pedagogical implications for the teachers and administrative authorities.
کلیدواژه‌ها
multiple intelligences؛ tasks؛ thematic vocabulary instruction (TVI)؛ vocabulary recall
عنوان مقاله [English]
ارتقاء یادسپاری واژگان زبان آموزان پیشرفته با آموزش واژگان موضوعی مبتنی بر کارهای آموزشی هوش-محور
نویسندگان [English]
صنم ساوجبلاغچی لار1؛ زهره سیفوری2؛ ناصر غفوری3
1دانشجوی دکتری TEFL گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2دانشیار، گروه زبان انگلیسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
3استادیار، گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
چکیده [English]
مطالعه حاضر ، تأثیر آموزش واژگان موضوعی را همراه و بدون انجام کارهای آموزشی مبتنی بر هوش چندگانه بر یادسپاری واژگان زبان آموزان پیشرفته در بافت زبان خارجی ایران بررسی کرده و تفاوت های احتمالی را در میان زبان آموزان فردی با هوش های مختلف مورد بررسی دقیق قرار داده است. با این هدف ، یک نمونه همگن هدفمند 80 نفری از 118 زبان آموز پیشرفته در موسسه زبان انگلیسی در شهر تبریز، ایران انتخاب شد و به طور تصادفی در چهار گروه قرار گرفتند. گروههای تحقیق اول و دوم به ترتیب کارهای آموزشی سازگار و ناسازگار با هوش غالب خود دریافت کردند. سومین گروه تحقیق  روی تمرینات کتاب درسی تمرکز کرد و گروه کنترل  واژگان غیرموضوعی را براساس تمرینات کتاب درسی تمرین کرد. محتوای دوره شامل 60 کلمه پیشرفته بود که به مدت 10 جلسه تدریس شد. پس از سه هفته آزمون یادآوری واژگان داده شد که شرکت کنندگان را ملزم به استفاده از کلمات در پنج پاراگراف بر اساس موضوع داده شده می کرد. نتایج با استفاده ازفراوانی و آزمون آماری تحلیل واریانس نشان داد که گروه تحقیق اول  که آموزش واژگان موضوعی با کارهای آموزشی مبتنی بر هوش برترشان قرار گرفته بود عملکرد بهتری از دیگر گروهها داشتند. به طور خاص ، فراگیران با هوش غالب کلامی بالاترین وزبان اموزان با هوش غالب درون فردی ضغیف ترین عملکرد را نشان دادند. یافته ها اهمیت در نظر گرفتن تفاوت های فردی را مورد تاکید قرار می دهد و کاربردهای عملی برای معلمان و دست اندرکاران امور آموزشی در بر دارد.
کلیدواژه‌ها [English]
آموزش فردی, هوشهای چندگانه, آموزش کار-محور, دسته بندی موضوعی واژگان, بیادسپاری واژگان
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