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Record identifier : 564657
Personal Name - Primary Intelectual Responsibility : Vakili, GholamReza
Title and statement of responsibility : The Effect of Certain Different Treatments onVocabulary Learning of Iranian Intermediate EFL Learner [Thesis]/وکلیی، غلامرضا;supervisor: Mostafaii;advisor: Fahim
Publication, Distribution,Etc. : , 2008
Language of the Item : eng
Internal Bibliographies/Indexes Note : bibliography
Dissertation of thesis details and type of degree : Master of Arts
Body granting the degree : , Allameh Tabatabaee University aculty of Persian Literature & Foreign Languages
Summary or Abstract : .هدف تحقیق: بررسی تاثیر رویکردهای مشخص مختلف بر یادگیری لغت در زبان آموزان سطح متوسط ایرانی است. پرسش های تحقیق: ایا رویکرد لغت موثرتر از رویکردهای درک مطلب و دوگانه جهت یادگیری لغت در زبان آموزان متوسط ایرانی است؟ آیا رویکرد درک مطلب موثرتر از رویکردهای لغت و دوگنه جهت یادگیری لغت در زبان آموزان متوسط ایرانی است؟ آیا رویکرد دوکانه موثرتر از رویکردهای تک گانه جهت یادگیری لغت در زبان آموزان متوسط ایرانی است؟ یافتههای تحقیق: نتایج نشان داد که رویکردهای تک گانه جهت یادگیری لغت در زبان آموزان متوسط ایرانی نیست
: The vocabulary is central to language use and acquisition. A sociolinguistic perspective sees the word as "the most central element in the social system of communication" (Labov, 1973, p.340). Psycholinguists have characterized the lexicon as "driving" speech production (Levelt, 1989) and standing "at the heart" of listening comprehension (Marslen-Wilson, Tyler, Waksler, and Older, 1994). Vocabulary acquisition is considered by many to be the single most important aspect of foreign language learning. Not only do the majority of students studying foreign languages cite vocabulary as their number one priority (Crow, J.T., 1986, Nunan, D., 1988., and Yorio, C.A., 1971), but also it is often considered a priority by teachers as well. Many second language researchers believe that sufficient lexical knowledge is the essential component in developing language proficiency (Grabe and Stoller, 1997). In the past three decades, research has increasingly stressed the importance of lexis (Maley, 1986; Richards, 1976). This trend has gradually led to an increased emphasis on researching the teaching and learning of vocabulary. But, as Beheydt (1987a, p.55) points out: "What is notably missing in the teaching of vocabulary is a systematically elaborated strategy for vocabulary acquisition that is based on the findings of linguistics and learning psychology."In this study, the researcher has tried to compare three different treatments on vocabulary learning in order to find the most effective one, if any, and to compare the effect of dual-task versus single-task instruction on vocabulary learning. Skehan(1998, p.97) states that the more demanding tasks consume more attentional resources and therefore less attention will be available to focus on form. Consequently, learners who have to perform more complex tasks will have fewer attentional resources left to focus on particular structures or forms such as new vocabularies. Robinson (2001, p.293), on the other hand, believes that a greater cognitive task complexity can lead to better learning results.In order to do this research, 80 participants, after taking part in Michigan homogeneity test, were selected from 106 intermediate language learners. These participants then were randomly divided into four groups: one control and three experimentals. The participants in each group were supposed to read a text, but under different instructions. The participants of Vocabulary Group were required to read the text and then answer just vocabulary questions. The participants of Reading Comprehension Group were told to read the text and then answer just reading comprehension questions. The participants of Vocabulary and Reading Comprehension Group (dual-task) were told to read the text and then answer both vocabulary and reading comprehension questions. The participants of control group received no instruction. The treatment lasted four weeks, each week two sessions. Finally, all participants received the same text, but they had to answer just vocabulary questions as the post-test. The post-test was composed of 22 vocabulary questions that was an adapted form of VKS (vocabulary knowledge scale) of Paribakht and wesch (1997). After analyzing the data , it was found that Vocabulary Treatment had the best effect on the participants' vocabulary learning.
Topical Name Used as Subject : Treatment
: Vocabulary
Information of biblio record : TL
 
 
 
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