نقش بار ذهنی زبان آموزان در دریافت معنی واژگان جدید

نوع مقاله: علمی پژوهشی

نویسندگان

1 مدرس حق التدریس

2 دانشیار گروه زبان انگلیسی

چکیده

تعداد قابل ملاحظه ای از پژوهش های حوزه آموزش انگلیسی در سالهای اخیر معطوف به یادگیری واژه های جدید بوده است. در این راستا، پژوهشگران برآن بوده اند که روش های یادگیری موثرتری را ابداع کنند.برآیند این پژوهش ها نشان می دهد روش های مختلف آموزش واژه، درجه های متفاوتی از بارذهنی را برای زبان آموزان ایجاد می کند. به منظوربررسی نقش این بارذهنی در یادگیری واژه ها، 9 زبان به طور تصادفی به یکی از سه گروه زبان آموزان تقسیم شده ومورد تحقیق قرار گرفتند. هرگروه از شرکت کنندگان نسخه ی متفاوتی از یک متن را دریافت کردند که برای حدس زدن کلمات ناآشنا در آن ها، بار ذهنی متفاوتی را تجربه می کردند. از طریق پروتکل کلامی فکری، گفته ها، واکنش ها و راهبردهای شرکت کنندگان حین استنباط واژگان ضبط و ثبت شد. تحلیل یافته ها حاکی از آن است که راهبردهای اتخاذ شده در بین گروها متفاوت بوده و درجه بار ذهنی در موفقیت حدس ها نقش دارد.

کلیدواژه‌ها


عنوان مقاله [English]

Examining the Role of Task-Induced Involvement in L2 Lexical Inferencing

نویسندگان [English]

  • Majid Soltani Moghaddam 1
  • Shiva Kaivanpanah 2
2 Associate Professor
چکیده [English]

Given the essential role of vocabulary, L2 researchers have always been trying to come up with effective tasks to enlarge L2 learners’ vocabulary. The effectiveness of such tasks is dependent on different factors. Hulstijn and Laufer (2001), among others, argue that the degree of cognitive processing required for vocabulary items can be a decisive factor in their learning. Based on this premise, the present study set out to examine whether learners would make use of different lexical inferencing strategies at different processing levels of involvement. To do so, nine EFL learners were randomly assigned to one of three groups, with each group receiving a different version of a text with unknown words inducing different degrees of involvement. The participants were required to infer the meaning of unknown words and verbalize their thoughts. The results of think-aloud protocol analysis adduced the argument that learners’ use of inferencing strategies varies significantly across different degrees of involvement. Moreover, the type of text influences lexical inferencing success.

کلیدواژه‌ها [English]

  • involvement
  • inferencing success
  • lexical inferencing
  • strategies
  • Think-aloud protocol
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