تاثیر حالتهای نگاشت معنایی افتراقی بر یادگیری و بیاد سپاری واژگان زبان آموزان در بافت زبانهای خارجی
Subject Areas : All areas of language and translation
سید ناصر موسوی
1
(Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran)
زهره سیفوری
2
(Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran)
Keywords: یادگیری واژگان, بیادسپاری واژگان, پیوندهای شخصی کلمات, راهبردهای نگاشت معنایی, روابط لغوی,
Abstract :
مطالعه حاضر با هدف مقایسه تأثیر سه استراتژی نگاشت معنایی رابطه کلمه (WR) ، روابط و تعریف واژگانی (LRD) و ارتباطات شخصی با کلمه (PWC) بر یادگیری و حفظ واژگان زبان آموزان ایرانی انجام شد. برای این منظور ، 120 زبان آموز سطح متوسط به سه گروه مقایسه ای و یک گروه کنترل تقسیم شدند که هر کدام دارای 30 نفر بودند. این افراد به طور تصادفی در سه گروه آزمایشی مذکور و یک گروه کنترل که دو جلسه در هفته در آموزش حضور داشتند، اختصاص داده شدند. گروههای مقایسه ای به سه روش متفاوت نگاشت معنایی مورد آموزش قرار گرفتند. گروه کنترل هیچ آموزشی در مورد کلمات مورد نظر دریافت نکرد و فقط در بررسی و بازنگری کلمات شرکت داشت. پس آزمونهای فوری بلافاصله پس از آموزش و پس آزمونهای تأخیری با فاصله دو هفته ای به کار گرفته شد تا تأثیر مداخلات آموزشی به ترتیب بر یادگیری و حفظ واژگان شرکت کنندگان تشخیص داده شود. نتایج سه آزمون ANOVA یکطرفه و چهار آزمون ANOVA اندازه گیری مکرر بهبود قابل ملاحظه ای را در یادگیری گروه های آزمایشی نسبت به گروه کنترل نشان داد که گروه UWR از دیگران بهتر عمل کرده و سطوح بالاتری از یادگیری و حفظ را به دست آورد. از نظر دو گروه کنتراست دیگر ، PWC رتبه دوم و LRD رتبه آخر را کسب کردند. یافته ها WR را به عنوان یک تکنیک موثرتر نشان می دهد که مفاهیم آموزشی آن مورد بحث قرار خواهد گرفت.
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