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Record identifier : 564751
Personal Name - Primary Intelectual Responsibility : moradian, mahmood Reza
Title and statement of responsibility : THE EFFECT OF LEXICAL ELABORATION AND TYPOGRAPHICAL ENHANCEMENT ON SECOND LANGUAGE VOCABULARY ACQUISITION THROUGH READING BY IRANIAN LEARNERS OF ENGLISH [Thesis]/مرادیان، محمودرضا;supervisor: Fahime Marefat;advisor: Mansoor Fahim, Mohammad Khatib
Publication, Distribution,Etc. : , 2009
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : PH.D
Discipline of degree : , TEACHING ENGLISH
Body granting the degree : , Allameh Tabataba,i University Faculty of Persian Literature and Foreign Language
Summary or Abstract : .هدف تحقیق: تاثیر غنی سازی و برجسته سازی متون در فراگیری واژگان در دانشجویان ایرانی است. پرسش های تحقیق: آیا بسطواژگانی متن تاثیری بر تشخیص فرم و معنی واژگان زبان دوم خواهد داشت؟ آیا برجسته سازی واژگانی متن تاثیری بر تشخیص فرم و معنی واژه‌گان زبان دوم خواهد داشت؟ یافته های تحقیق: تشان داد که تحریف واژگانی اگر به درستی صورت گیرد بر فراگیری معنی و فرم واژگان اثر مثبت می گذارد
: Numerous studies indicate that elaborating L2 input results in acquisition of vocabulary. The present study investigates the effects of lexical elaboration and typographical enhancement on the acquisition of second language (L2) vocabulary through reading by 198 Iranian freshman students majoring in the English Language and Literature at different universities in Iran. The purpose of the study was to examine whether (1) lexical elaboration, typographical enhancement, or a combination of both has an effect on L2 vocabulary acquisition through reading, and whether (2) two type vocabulary explanation whereas the TWs in an implicitly lexically elaborated text were immediately followed by an appositive vocabulary explanation only. A typographically enhanced text contained all the TWs set in bold face in order to increase perceptual salience in the hope that the participants' attention would be drawn to the TWs while reading. The study adopted 2 x 3 factorial multivariate analysis of variance design with typographical enhancement with two levels (enhanced, unenhanced) and type of lexical elaboration with three levels (explicit, implicit, unelaborated) as two independent variables and - or definition-frequency target words (TWs) by reading one of the six versions of an experimental text containing these words. An explicitly lexically elaborated text had all the TWs immediately followed by which means plus a synonym-specific types of lexical elaboration, explicit and implicit, differentially affect L2 vocabulary acquisition. Participants were exposed to 26 low recognition posttests as two dependent variables. The results were: (a) lexical elaboration alone did not aid form recognition of L2 vocabulary; (b) explicit lexical elaboration alone and in combination with typographical enhancement aided meaning recognition of L2 vocabulary; and (c) both explicit and implicit lexical elaboration did not seem to make a difference in the acquisition of either forms or meanings of the previously unknown words in the text; (d) typographical enhancement alone and in combination with explicit lexical elaboration did aid form recognition of L2 vocabulary. Pedagogical implications are discussed and suggestions for future research are proposed..
Topical Name Used as Subject : Input modification
: elaboration -lexical
: typographical enhancement
Information of biblio record : TL
 
 
 
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