آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,504 |
| تعداد مقالات | 18,384 |
| تعداد مشاهده مقاله | 59,651,373 |
| تعداد دریافت فایل اصل مقاله | 20,908,346 |
The Comparative Impact of Pictorial Annotations and Morphological Instruction on Lexical Inferencing of Iranian Intermediate EFL Learners | ||
| Journal of English Language Teaching and Learning | ||
| دوره 8، شماره 18، اسفند 2016، صفحه 19-42 اصل مقاله (463.44 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Aliakbar Ansarin1؛ Firozeh Jamshidi2؛ Zohreh Mohamadi* 3 | ||
| 1Associate professor at Tabriz University, Tabriz, Iran | ||
| 2English Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran | ||
| 3Department of Language and Foreign Literatures, Karaj Branch, Islamic Azad University, Karaj, Iran | ||
| چکیده | ||
| One of the main ways to acquire unfamiliar words is to make guesses about words meaning. This study investigates the comparative effects of pictorial annotations and morphological instructions on Iranian EFL learners’ lexical inferencing ability. Considering homogeneity issues using PET (Preliminary English Test), the researchers assigned the participants into two experimental and one control groups. All groups took a vocabulary self-report test before the treatment. The treatment contained 6-weeks long reading texts tasks with 40 underlined and boldfaced target words. Groups differed as one experimental group was taught mainly through the annotated pictures technique while the other experimental group through the aid of morphological analysis of unknown words and the control group receiving the traditional root vocabulary learning technique. The results of a one-way analysis of variances (ANOVA) between the self-report vocabulary test and a piloted researcher-made lexical-inferencing post-test revealed no significant difference in performances of morphological instruction group and control group. The results also indicated that the pictorial annotation group significantly outperformed the morphological group on inferring the unfamiliar lexical items. It can be concluded that the outcomes of this study may provide insights to EFL teachers as well as students on how to best approach guessing target words while reading a text. | ||
| کلیدواژهها | ||
| lexical inferencing؛ morphological instruction؛ pictorial annotation؛ and vocabulary learning | ||
| مراجع | ||
|
Akbulut, Y. (2007). Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of English as a foreign language. Instructional Science: An International Journal of the Learning Science, 35(6), 499-517.
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(1), 202-232. Retrieved July 10, 2005, from http://llt.msu.edu/vol5num1/alseghayer/default.html
Anderson, N. (2007-2008). ACTIVE skills for reading (2nd Ed.).4Vols.Boston:Heinle.
Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10), 1–166.
Asgharzade, M., Rahimy, R., & Pour Kalhor, O. (2012). The Effect of Explicit Morphological Practice on the Reading Comprehension Abilities of Iranian Intermediate Level English Language Learners. Theory and Practice in Language Studies, 2(8), 1668-1677.
Bengeleil, N. F., & Paribakht, T.S. (2004). L2 reading proficiency and lexical inferencing by university EFL learners. The Canadian Modern Language Review, 61 (2), 225-249.
Bensoussan, M. & Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7, 15-32. DOI: 10.1111/j.1467-9817.1984.tb00252.x
Brown, G. M. (2003). Using visuals to teach French vocabulary: A study of the directness of the picture-word relationship. Master’s thesis, Brigham YoungUniversity, Provo, UT.
Brown, G., & Yule, G. (1983). Discourse analysis. London: Cambridge University Press.
Chang, C. M., Wagner, R. K., Muse, A., W.Y., B., & Chow, H. S. (2005). The role of morphological awareness in children’s vocabulary acquisition in English. Applied Psycholinguistics, 26, 415–435.
Chen, Z. (2006). The effects of multimedia annotations on L2 vocabulary immediate recall and reading comprehension: A comparative study of text-picture and audio-picture annotations under incidental and intentional learning conditions. Graduate Theses and Dissertations. University of South Florida. Available from:http://scholarcommons.usf.edu/etd
Chern, C. (1993). Chinese students’ word-solving strategies in reading in English. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 67-82). Norwood, NJ: Ablex.
Curinga, R. (2014). The effect of morphological awareness on reading comprehension: A study with adolescent Spanish-English emergent bilinguals.
Faramarzi, S., Elekaei, A., & Koosha, M. (2014). On The Impact of Multimedia Glosses on Reading Comprehension, Vocabulary Gain and Vocabulary Retention. International Journal of Language Learning and Applied Linguistics World(IJLLALW), 6(4), 623-634.
Folse, K., & Chien, Y. (2003). Using L2 research on multimedia annotations to evaluate CALL vocabulary materials. Sunshine State TESOL Journal, 2, 25-37.
Hilmo, M. S. (2006).The Effect of Repeated Textual Encounters and Pictorial Glosses upon Acquiring Additional Word Senses. Theses and Dissertations. Paper 413.
Huang, Wen-Chi. (2014). The Effects of Multimedia Annotation and Summary Writing on Taiwanese EFL Students’ Reading Comprehension. The Reading Matrix, 14(1).
Kanatlar, G. M., & Peker, G. B. (2009). Guessing-words-in-context strategies used by beginning and upper-intermediate level EFL students. The International Journal of Learning, 16(5), 435-444.
Kirby, J.R., Deacon, S.H., Bowers, P.N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children’s morphological awareness and reading ability, Reading and Writing, 25, 389- 410.
Kolahi, SH., Alikhademi, A., & Kehtari M. (2013). The Comparative Effect of Types of Contextual Clues on Iranian EFL Learners’ Prediction of the Meaning of Unknown Vocabularies. American Journal of Educational Research, 1(8), 272-278.doi: 10.12691/education-1-8-1.
Kost, C. R., Foss, P., & Lenzini, J. J. (1999). Textual and pictorial glosses: Effectiveness of incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32(1), 89-113.
Krashen, S. (1982). Principles and practice in second language acquisition.New York: Pergamon Press.
Ku, Y.-M., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An InterdisciplinaryJournal, 16, 399–422.
Matsuoka, W., & Hirsh, D. (2010). Vocabulary learning through reading: Does an ELT course book provide good opportunities? Reading in a Foreign Language, 22 (1), 56-70.
Morin, R. (2003). Derivational morphological analysis as a strategy for vocabulary acquisition in Spanish. The Modern Language Journal, 87, 200-221.
Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Retrieved July 8, 2011 from http://www.eric.ed.gov/PDFS/ED298471.pdf
Nagy, W.E. & Anderson, R.C. (1984). How many words are there in printed English? Reading Research Quarterly, 19, 304-330.
Nagy, W. E., Berninger, V.W., Abbott, R.C., Vaughan, K., & Vermeulen, K. (2003).Relationship of morphology and other language skills to literacy skills in at-risk second grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95,730-742.
Nassaji, H. (2006). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. The ModernLanguage Journal, 90, 387-401.
Nation, K., & Snowling, M. J. (2000). Factors influencing syntactic awareness skills in normal readers and poor comprehends. Applied Psycholinguistics, 21, 229–241.
Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada Journal, 7(2), 9-30.
Park, J. M. (2000). A collage of culture and vocabulary: Integrating the teaching of culture using visuals with the teaching of vocabulary in the beginning French classroom. Master’s thesis, Brigham Young University, Provo, UT.
Richards, J. C. (2001). Curriculum development in language teaching. Ernst Klett Sprachen.
Rott, S. (1999). The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition and retention through reading. Studies in Second Language Acquisition, 21, 589– 619.
Sakar, A, & Ercetin, G. (2005) Effectiveness of Hypermedia Annotations for Foreign Language Reading. Journal of Computer Assisted Learning, 21, 28-38.
Schiff, R., & Calif, S. (2007). Role of phonological and morphological awareness in L2 oral word reading. Language Learning, 57(2), 271–298.
Schmitt, N. (2004). Teaching and learning vocabulary. In J. C. Richards (Ed.), Vocabulary in language teaching (pp. 142-162). USA: Cambridge University Press.
Singson, M., Mahony, D., & Mann, V. (2000). The relation between reading ability and morphological skills: evidence from derivational suffixes. Readingand Writing: An Interdisciplinary Journal, 21, 219- 252.
Sritulanon, A. (2013). The Effects of Morphological Instruction on Reading Abilities of Low Proficiency Adult EFL Learners at a University in Thailand. Panyapiwat Institute of Management
Underwood, J.( 1989). HyperCard and interactive video. CALICO Journal. 6 (3), 7-20.
Walters, J. (2004). Teaching the use of context to infer meaning: A longitudinal survey of L1 and L2 vocabulary research. Language Teaching Journal, 37(4), 243-252.
White, T.G., Power, M.A. & White, S. (1989). Morphological analysis: Implications for teaching and understanding vocabulary growth. Reading ResearchQuarterly, 24, 283–304.
Wilson, K. (2007). Oxford Smart Choice 3 textbook. Oxford: Oxford University Press.
Wysocki, K. & Jenkins, J.R. (1987). Deriving word meanings through morphological generalization. Reading Research Quarterly, 22, 66–81.
Yanguas, I. (2009). Multimedia glosses and their effect on L2 text comprehension and vocabulary learning. Language Learning Technology, 13(2), 48-67.
Yanhui, F. (2013). A Study on the Use of Lexical Inferencing Strategies in English Reading by Chinese High School EFl Students. Unpublished M.A Thesis, Graduate School and College of English.
Yeh, Y., & Wang, C. (2003). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. CALICO Journal, 21(1), 131-144.
Yin, Zh. (2013). Infer the Meaning of Unknown Words by Sheer Guess or by Clues? – An Exploration on the Clue Use in Chinese EFL Learner’s Lexical Inferencing. English Language Teaching, 6(11).
Yoshii, M. (2000). Second language incidental vocabulary retention: The effect of text and picture annotation types. Unpublished Doctoral Dissertation, University of South Florida.
Yoshii, M. (2006). L1 and L2 Glosses: Their Effects on Incidental Vocabulary Learning. Language Learning & Technology, 10 (3), 85-101 http://llt.msu.edu/vol10num3/yoshii/ | ||
|
آمار تعداد مشاهده مقاله: 326 تعداد دریافت فایل اصل مقاله: 254 |
||