The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L۲ Vocabulary Development: The Comparative Effect of Time Sequence
محل انتشار: فصلنامه آموزش مهارتهای زبان، دوره: 37، شماره: 4
سال انتشار: 1398
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 193
فایل این مقاله در 38 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_JTLS-37-4_003
تاریخ نمایه سازی: 6 اردیبهشت 1400
چکیده مقاله:
The combination of implicit meaning-focused input and explicit instruction has been suggested by recent research as very effective for learning L۲ vocabulary; however, the time sequence for such juxtaposition has not been adequately examined through empirical studies. Therefore, this study sought to find the optimal time for combining explicit and implicit L۲ vocabulary instruction using an explanatory mixed-method design. A convenience sample of ۶۲ upper-intermediate EFL learners from three intact classes participated in this study. The Test of Academic Word List (Version A) that assesses Coxhead’s (۲۰۰۰) Academic Word List (AWL) was administered as a pertest. The reading book, Focus on Vocabulary ۲, that has been developed based on the AWL was used for giving meaning-forced input. The target words were explicitly pre-taught in Class A (n=۲۲), taught concurrent with encountering them in the reading text in Class B (n=۲۰), and post-taught in Class C (n=۲۲). Version B of the AWL Test was used as the posttest and after a ۱۴-day retention interval (RI) as the delayed posttest. Then, ۲۵% of the learners were orally interviewed about their attitudes toward the treatment they received. Quantitative data analysis using one-way ANCOVA revealed that explicit teaching during the reading was the optimal time and could help learners significantly do better on the immediate and delayed post-tests followed by pre-teaching. Qualitative analysis also verified the obtained quantitative results. The findings of this study imply that explicit vocabulary teaching during the reading should be practiced by EFL teachers/learners for fostering vocabulary development.
کلیدواژه ها:
نویسندگان
Ali Malmir
Assistant Professor at Imam Khomeini International University
Qutibaa Yousof
MA Student of Applied Linguistics, Imam Khomeini International University (IKIU), Qazvin, Iran
مراجع و منابع این مقاله:
لیست زیر مراجع و منابع استفاده شده در این مقاله را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود مقاله لینک شده اند :