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Record identifier : 564686
Personal Name - Primary Intelectual Responsibility : Tahmasebi, Leila
Title and statement of responsibility : Written Exercise Types and the Retention of Incidentally Learned Vocabulary among Iranian EFL Learners [Thesis]/طهماسبی، لیلا;supervisor: Khatib;advisor: Marefat
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 : , Allame Tabatabai University The Faculty of Persian Literature and Foreign Language Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: بررسی تاثیر تمرینهای نوشتاری در یادگری غیر مستقیم واژگان زبان بیگانه و یادآوری معنای آنها در بین زبان آموزان ایرانی است. پرسش های تحقیق: آیا تفاوتی بین تاثیر تمرین جمله نویسی و تمرین پرکردن جای خالی در یادگیری غیرمستقیم و یادآوری واژگان زبان خارجی وجود دارد. آیا جنسیت تاثیری بر رابطه نوع تمرین و یادگیری و یادآوری لغات دارد یا نه؟ نتیجه‌گیری: نتایج این تحقیق دو تمرین جمله نویسی و پر کردن جای خالی چندان فرقی با هم ندارند و گفته کسانی که ادعا دارند تمیرن از نوع پر کردن جار خالی تمرینی سطحی است و به اندازه جمله نویسی موثر نمی باشد رد می شود
: his study investigated the effect of two commonly used written exercise types, writing original sentence and sentence completion exercises on the incidental vocabulary learning and retention in two conditions, once when time is a controlled variable and when it is not. The participants were 29 male and 49 female Iranian language learners, whose age ranged between 18 and 24. To insure their homogeneity, a TOEFL test was administered. The participants were given 10 unknown verbs. To make sure that all the words were unfamiliar to them, a pretest, Vocabulary Knowledge Scale (VKS) was administered. Afterwards, the participants were randomly assigned into three groups and each group was asked to do one kind of these exercises with 10 unknown words, write original sentences in thirty minutes, 3 sentence completion exercises in thirty minutes and 1sentence completion exercise in ten minutes To check the difference among the incidental vocabulary learning and retention of the groups, two identical post-tests were administered: once, immediately after doing the exercises and another, two weeks later. The data gathered was analyzed in two stages, one for the writing original sentence group and sentence completion (3 fill in the blanks) while time for doing the exercises was equal and one for the writing original sentence group and sentence completion (1 fill in the blank) when time was not the same for both groups. To analyze the participants TOEFL scores, ANOVA was conducted.To analyze the data gathered from the post tests, descriptive statistics were first obtained to see the overall patterns of vocabulary learning and retention by language learners and then T-test was administered. The results showed no significant difference between the effect of these two exercises on vocabulary learning and retention in either condition Both writing original sentence and 3 fill in the blank exercises were effective in vocabulary learning and retention of female participants. Males benefited only from 3 fill in the blank exercises. In short, females got the highest mean doing writing original sentence exercises and males got the highest mean by doing 3 fill in the blank sentence exercises.
Topical Name Used as Subject : voc-lexical knowledg
: incidental learning
: intentional learning
: written exercises
Information of biblio record : TL
 
 
 
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