The Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced EFL Learners’ Vocabulary Learning
محل انتشار: فصلنامه آموزش مهارتهای زبان، دوره: 39، شماره: 2
سال انتشار: 1399
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 299
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شناسه ملی سند علمی:
JR_JTLS-39-2_005
تاریخ نمایه سازی: 8 بهمن 1399
چکیده مقاله:
Burgeoning research in applied linguistics has underscored the interplay among individual, cognitive, and social variables that can delineate the ultimate attainment in various areas including vocabulary learning and the need to explore how innovative conflation of these dimensions may promote learning outcomes. The present quasi-experimental study examined the impact of Thematic Vocabulary Instruction (TVI) with and without Multiple Intelligence-oriented tasks on advanced EFL learners’ vocabulary learning and scrutinized probable differences among individual learners with varying intellectual propensities. Thus, a stratified homogeneous sample of 80 advanced EFL learners was selected and randomly assigned to four groups; the first and the second experimental groups (EG1 and EG2) received TVI with tasks compatible and incompatible with their dominant intelligence, respectively. The third experimental group (EG3) received TVI focused on coursebook exercises and the control group (CG) received non-thematic instruction based on textbook exercises. A parallel vocabulary test was administered to measure the participants’ vocabulary learning. The research data were analyzed via the Kruskal-Wallis and Mann-Whitney tests and revealed that the EG1 significantly outperformed the other groups and intrapersonally-intelligent learners significantly underperformed their peers in the EG1. The findings underscore the significance of taking individual differences into account and offer a number of pedagogical implications.
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نویسندگان
Sanam Savojbolaghchilar
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Zohreh Seifoori
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Nasser Ghafoori
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
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