Effects of Data-Driven Teaching on Learning and Retention of English Prepositions by Intermediate Kurdish EFL Learners
الموضوعات : نشریه زبان و ترجمهAhmed__Azeez__Mohammed Ahmed__Azeez__Mohammed 1 , Fatemeh Mirzapour 2 , Nesa Nabifar 3
1 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - ِDepartment of English, Sofiyan Branch, Islamic Azad University, Sofiyan, Iran
3 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
الکلمات المفتاحية: Data-Driven learning, Cognitive linguistics, English prepositions, Kurdish learners,
ملخص المقالة :
The aim of the current study was to examine the effectiveness of data-driven learning (DDL) method in helping pre-intermediate Kurdish students in learning six English prepositions, which were in, on, at, to, behind, in front of, between, beside, over and under. The participants of the study were 100 intermediate EFL Kurdish learners aged 18 to 20 from Lebanese French University in Kurdistan, Iraq. The participants were divided into two groups, one experimental and control group (50 in each group). The present research adopted a quantitative research as a quasi-experimental research which was fulfilled in the form of pretest and a posttest. The uniformity of the EFL students was ensured using the Oxford Placement Test (OPT). The researcher created the pretest and posttest in this study to assess the participants' learning and retention before and after the intervention. The results revealed that DLL method had a greater impact on English preposition learning in comparison with rote learning. Thus, this study has some pedagogical implications for English language teachers in Iraq to be aware of cognitive linguistic usage as a frequent practice in the EFL classroom.
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