آمار
| تعداد نشریات | 43 |
| تعداد شمارهها | 1,229 |
| تعداد مقالات | 15,073 |
| تعداد مشاهده مقاله | 50,609,237 |
| تعداد دریافت فایل اصل مقاله | 13,700,850 |
Massed/Distributed Sentence Writing: Post Tasks of Noticing Activity | ||
| Journal of English Language Teaching and Learning | ||
| دوره 6، شماره 14، اسفند 2014، صفحه 75-96 اصل مقاله (366.37 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Elaheh Sotoudehnama* ؛ Fattaneh Maleki Jebelli | ||
| Alzahra University | ||
| چکیده | ||
| The purpose of the study was to activate the passive lexical knowledge through noticing and to investigate the effect of sentence writing as the post task of noticing activity on strengthening the effect of noticing. Forty-two Iranian female adult upper-intermediate English students of a state university in 2 homogenous groups participated in noticing the lexical items whose production were not as easy as their comprehension through highlighting them in a reading passage. Then, the participants were involved in a four-week process of massed/distributed sentence writing; every week the participants of one group wrote one sentencewith one of the 16 noticed wordseach day during 4 consequent days, and the other group experienced this process once a week in which they wrote 4 sentences with the 4 noticed words without time interval. As the results indicated, presenting the post task was significantly effective in promoting the productive lexical knowledge of both groups. The interaction between the time factor and the methods of learning was significant. Also, the distributed group outperformed the massed group, but not significantly. | ||
| کلیدواژهها | ||
| Massed؛ Distributed؛ Post task of noticing؛ Sentence writing | ||
| مراجع | ||
|
Abednia, A., & Tajik, L. (2012). Noticing the receptive-productive gap. A step toward improving productive lexical knowledge. The Iranian EFL Journal, 8 (3), 301-314.
Acklam, R. & Crace, A. (2006). Total English upper intermediate: Students’ book and DVD pack (Total English). NY:Pearson Longman Publication.
Alizadeh Kolagar, S. M. (2012). Picture-cued writing tasks vs. reconstruction tasks in noticing and learning English past tense. (Unpublished thesis). Allameh Tabatabai University, Iran.
Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993). Maintenance of foreign language vocabulary and the spacing effect. American Psychological Society, 4 (5), 316-321.
Bahrick, H. P., & Phelps, E. (1987). Retention of Spanish vocabulary over 8 years. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13 (2), 344-349.
Batstone, B. (1996). Key concepts in ELT. Oxford Journal. Retrieved from http://www. oxfordjournal. Org.on
Bloom, K. C., & Shuell, T. J. (1981). Effects of massed and distributed practice on learning and retention of second-language vocabulary. The Journal of Educational Research, 74 (4), 245-248.
Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment. NY: McGraw-Hill.
Cepeda, N. J., Coburn, N., Rohrer, D., Wixted, J. T., Mozer, M.C., & Pashler, H. (2009). Optimizing distributed practice. Theoretical analysis and practical implications. Experimental Psychology, 56 (2), 1-11.
Collins, L., & White, J. (2011). An intensive look at intensity and language learning. TESOL Quarterly, 45 (1), 106-133.
Dempster, F. N. (1988). The spacing effect: A case study in the failure to apply the results of psychological research. American Psychologist, 43, 627-634.
Ebteda Publication, (2010). TOEFL actual tests administered in the past by ETS, a full-length paper-based exams for 2002-2004 with answer key (7th ed). Tehran: Ebteda Publication.
Ellis, R., Basturkmen, H., & Loewen, S. (2001). Preemptive focus on form in the ESL classroom. TESOL Quarterly, 35 (3), 407-432.
Field, A. (2009). Discovering statistics using SPSS. (3rd ed.). Los Angeles: Sage Publication.
Freed, B. F. Segalowitz, N., & Dewey, D.P. (2004). Context of learning and second language fluency in French: Comparing regular classroom, abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26 (2): 275-301.
Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., Tabbers, H. K., & Zwaan, R. A. (2012). Spreading the words: A spacing effect in vocabulary learning. Journal of Cognitive Psychology, 24 (8), 965-971.
Hawkes, M. ,L. (2011). Using task repetition to direct learner attention and focus on form. Oxford Journal. Retrieved from Eltj.oxfordjournals.org.
Hinton, P. R., Brownlow, C., McMurray, I., & Cozens, B. (2005). SPSS explained. London & NY: Routledge Taylor & Francis Group.
Huhta, A. (1996). Validating an EFL C-test for students of English philology. In R. Grtjhn (Ed.) Der C-Test. Theoretische Grundlagen und praktische Anwendungen.( pp. 31–51). Bochum: Brockmeyer. Retrieved from www.c-Test.de/.../09_Huhta_1996_EFL%20c.
Laufer, B. & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16 (3), 307-322.
Lynch, T. (2001). Seeing what they meant. ELT Journal. Retrieved from Biblioteca.uqroo.mx/hemeroteca/elt_journal
Moinzadeh, A. R., Talebinezhad, M. R., & Behazin, A. (2008). Exposure density in relation to learning and retention in EFL. Intl. J. Humanities, 15 (2), 71-97.
Mousavi, S. A. (ed.). (1997). A dictionary of language testing (2nd ed). Tehran: Rahnama Publication.
Nasrollahy Shahry, M. N. (2010). The effect of receptive and productive vocabulary learning through reading and writing sentences on vocabulary acquisition. (Unpublished thesis). Shahid Beheshti University, Iran.
Serrano, R. & Munoz, C. (2007). Same hours, different time distribution: Any difference in EFL? System 35, 305-321. Retrieved from www.sciencedirect.com.
Sigott, S., & Koberl, J. (1996). Deletion patterns and C-Test difficulty across languages. In R. Grtjhn (Ed.) Der C-Test. Theoretische Grundlagen und praktische Anwendungen. (pp. 159–172). Bochum: Brockmeyer.
Skehan, P. & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1 (3), 185-211.
Sobel, H. S., Cepeda, N. J., & Kapler, I. V. (2011). Spacing effects in real-world classroom vocabulary learning. Applied Cognitive Psychology, 25, 763-767.
Song, M. J. & Suh, B. R. (2008). The effects of output task types on noticing and learning of the English past counterfactual conditional. System,36, 295-312. Retrieved from www.science direct.com.
White, J. L., &Turner, C. E. (2005). Comparing children and oral ability in two ESL programs. The Canadian Modern Language Review, 61(4), 491-517. | ||
|
آمار تعداد مشاهده مقاله: 15 تعداد دریافت فایل اصل مقاله: 19 |
||