Vocabulary learning and learners’ ability to transfer their knowledge into L۲ reading comprehension: A case for translation
محل انتشار: دوفصلنامه آموزش زبان انگلیسی، دوره: 4، شماره: 1
سال انتشار: 1389
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 342
فایل این مقاله در 26 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_TELJ-4-1_006
تاریخ نمایه سازی: 6 اردیبهشت 1400
چکیده مقاله:
The purpose of the study was to investigate whether the students who learn their lexical knowledge through translation method are able to transfer the knowledge into reading comprehension .The study consisted of four steps, namely, reading pre-test, lexical instruction, vocabulary testing, and reading post-test. The results showed a significant improvement in the reading scores of the learners in Grade One and Two after the vocabulary instruction treatments were introduced. The results indicated that low-proficiency (Novice Mid and Novice-High) were able to transfer their lexical knowledge learned through decontextualized translation equivalent teaching method into reading comprehension tasks. The apparent discrepancy between the findings of the present study and that of Prince (۱۹۹۶) is also discussed with reference to “task-induced involvement load hypothesis”.
کلیدواژه ها:
vocabulary learning ، reading comprehension ، explicit and implicit learning ، translation list learning ، pairedassociate paradigm ، task-induced involvement load hypothesis
نویسندگان
Ali Jahangard
Sharif University of Technology
Ahmad Moinzadeh
Isfahan University
Mansoor Tavakoli
Isfahan University