تأثیر ترکیب نمودهای مختلف توجه‌به‌صورت بر یادگیری واژگان انگلیسی دانش‌آموزان دبیرستان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه پیام نور

2 دبیر دبیرستان

چکیده

ی
تأثیر ترکیب نمودهای مختلف توجه‌به‌صورت بر یادگیری واژگان انگلیسی دانش‌آموزان دبیرستان
 
افسر روحی1
سیدعلی رضی نژاد2
تاریخ دریافت: 17/9/94
تاریخ تصویب: 7/7/95
چکیده
یادگیری واژگان انگلیسی تنها از طریق بهره‌مندی از داده‌های قابل‌فهم برای زبان‌آموزان مقدور نیست و استنباط معنای واژگان جدید در بیشتر موارد راهبردی موفق تلقی نمی‌گردد. در مطالعۀ حاضر، تأثیر 3 شگرد متفاوت بر یادگیری واژگان جدید در چارچوب پارادایم توجه‌به‌صورت مورد بررسی قرار گرفته است. برای نیل به این هدف پژوهشی، 97 دانش‌آموز پایۀ سوم دبیرستان به‌شکل تصادفی در 4 گروه گمارده شدند. ظرف 4 هفته، به همۀ گروه‌ها 4 متن انگلیسی ارائه شد که در هر کدام از آنها 20 واژۀ جدید گنجانده شده بود. در متن‌های تهیه‌شده برای گروه گواه تغییری داده نشده بود. در متن‌های گروه اول آزمایشی، زیر واژگان جدید خط کشیده شده بود؛ برای گروه دوم آزمایشی، زیر واژگان جدید خط کشیده شده بود و معادل فارسی آنها نیز داده شده بود و برای گروه سوم آزمایشی، افزون بر آن‌که معادل فارسی واژگان جدید داده شده و زیرشان خط کشیده شده بود، معلم در حین تدریس، واژگان جدید را یک بار تکرار می‌کرد. محاسبات مکرر تحلیل واریانس داده‌های پیش‌آزمون، پس‌آزمون بلافصل و تأخیری سه سنجۀ تولیدی، تمیز صحت دستوری و چهارگزینه‌ای نشان داد که ترکیب سه مؤلفۀ توجه‌به‌صورت که گروه سوم آزمایشی از آن بهره‌مند شده بود، بر رشد واژگان دانش‌آموزان مؤثرتر از موقعیتی بود که ترکیب دو مؤلفه در آن به ‌کار گرفته شده بود و این موقعیت به نوبۀ خود مؤثرتر از موقعیتی بود که تنها یک مؤلفة توجه‌به‌صورت در آن اعمال شده بود. در مجموع، هر 3 گروه بهره‌مند از نمودهای مختلف توجه‌به‌صورت بهتر از گروه گواه عمل کردند.
 
واژه‌های کلیدی:  توجه‌به‌صورت، واژگان، معادل فارسی، خط کشیدن زیر واژگان جدید، تکرار

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Different Mixtures of FonF Manifestations on High School Students’ Vocabulary Learning

نویسندگان [English]

  • Afsar Rouhi 1
  • Sayed Ali Razinezhad 2
1
2
چکیده [English]

Due to the importance associated with vocabulary competence of L2 learners, a good number of studies have addressed the effect of different methodological techniques on L2 vocabulary learning. The present study investigated the effect of underlining, underlining and L1 equivalents, underlining and L1 equivalents plus repetition–as different manifestations of FonF in EFL classroom setting. Ninety seven high school students were randomly assigned to one of the experimental conditions and a control group. The groups received the materials prepared for each of them in accordance with their conditions for 4 sessions; the control group received the reading texts with no FonF. The texts provided for the three experimental groups, however, had already been manipulated to enjoy one of the FonF conditions assumed for this study. Following the treatment deliverance, all the four participating groups took a judgment measure, a multiple-choice test, and a production test over the immediate and delayed posttests. Repeated measures ANOVAs run on the data from these tests showed that the group which received a pack of all the three manifestations of FonF could enhance their vocabulary significantly compared to the other groups involved. And the experimental group which had received two manifestations of FonF outperformed the control group and the experimental group which benefited from just one manifestation of FonF. The findings suggest that an appropriate mixture of FonF has the potentiality to enhance L2 vocabulary learning significantly.

کلیدواژه‌ها [English]

  • FonF
  • L2 vocabulary
  • Persian equivalent
  • underlining
  • repetition

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زبان پژوهی
دوره 9، شماره 23
تیر 1396
صفحه 53-78

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