اثرگذاری مدل فرایر بر رشد واژگان زبان برای اهداف ویژه: مورد زبان انگلیسی برای دانشجویان ایرانی رشته علوم کامپیوتر

Subject Areas : Applied Linguistics

Mahmoud Jafarie ¹ , Hossein Heidari Tabrizi ²

1 - English Department, Islamic Azad University Isfahan (Khorasgan) BranchIsfahan, Iran
2 - English Department, Islamic Azad University Isfahan (Khorasgan) BranchIsfahan, Iran

Received: 2022-05-30 Accepted : 2022-07-26 Published : 2022-12-01

Keywords:

Abstract :

این مطالعه با هدف تحقیق در مورد استفاده مدل فرایر در تدریس واژگان به دانشجویان مهندسی کامپیوتری که درس زبان (انگلیسی) برای اهداف ویژه یا همان زبان تخصصی علوم کامپیوتر را دریافت کرده بودند انجام شد. طرح تحقیق آن شبه‎آزمایشی مقایسه‎ایی با گروه کنترل و سنجه پس‌آزمون بود. براساس الزامات این طرح، دو کلاس موجود از دانشجویان مقطع کارشناسی فوق‎الذکر (مجموعاً به تعداد 62 نفر) بدون دخل و تصرف برگزیده شدند. سپس یک کلاس گروه کنترل و کلاس دیگر گروه آزمایش در نظر گرفته شدند. در یک دوره تدریس دوازده هفته‎ای، به گروه آزمایش برخی واژگان برگرفته از متون کتاب زبان تخصصی رشته مهندسی کامپیوتر با استفاده از رسم‌های گرافیکی مدل فرایر آموزش داده شد به موازات آموزش دیگر واژگان با رویه خود کتاب. به روایتی دقیق‌تر، به آنها آموزش داده شد چگونه یادگیری و فهم خود از واژگان را بصورت گرافیکی سامان ببحشند. در مقابل به گروه کنترل تمامی کلمات با رویه کتاب آموزش داده شد. در پایان ترم، از هر دو گروه یک پس‎آزمون واحد دانش اکتسابی واژگان گرفته شد. سپس اثر احتمالی استفاده مدل فرایر با روش آماری نمونه‎های مستقل تی-تست محاسبه شد. نتایج این محاسبات نشان داد که مدل فرایر تاثیر قابل‌توجهی بر یادگیری واژگان توسط گروه آزمایش داشته است. یعنی این گروه عملکرد بهتری نسبت به گروه کنترل داشته است. بر این اساس، می‎توان نتیجه گرفت که مدرسین فعال در این حوزه می‌توانند، به همراه یا با عبور از رویه‎های کتابی، از ابزارهای سامان‌بخش گرافیکی مثل مدل فرایر برای رشد یادگیری واژگان استفاده کنند. 

References:

Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.

Anderson, R. C. & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching (pp. 77–117). Newark, DE: International Reading Association.

Anderson, R. & Nagy, W. (1991). Word meanings. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (vol. 2) (pp. 690–724). New York: Longman.

Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: The National Institute for Literacy.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.

Bos, C., & Anders, P. (1990). Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior high learning-disabled students. Learning Disability Quarterly, 13(1), 31–42.

Buehl, D. (2001). Classroom strategies for interactive learning (2nd Ed.). Newark, De: International Reading Association.

Buran, A. & Filyukov, A. (2015). Mind mapping technique in language learning. Procedia - Social and Behavioral Sciences, 206, 215 – 218.

Chomsky, N. (1981). Lectures on Government and Binding. Dordrecht: Foris Publications.

Cohen, V. & Cowen, J. (2007). Literacy for children in an information age: Teaching reading, writing, and thinking. Cengage Learning.

Cronbach, L. J. (1942). Measuring knowledge of precise word meaning. The Journal of Educational Research, 36(7), 528–534.

Dazzeo, R. & Rao, K. (2020). Digital Frayer model: Supporting vocabulary acquisition with technology and UDL. Teaching Exceptional Children, 53(1), 34–42.

Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed.). London: Thomson Learning.

Frayer, D., Frederick, W. C., & Klausmeier, H. J. (1969). A schema for testing the level of cognitive mastery. Madison, WI: Wisconsin Center for Education Research.

Gass, S. M., Mackey, A., & Pica, T. (1998). The role of input and interaction in second language acquisition: Introduction to the special issue. The Modern Language Journal, 82(3), 299-307.

Ghezelseflou, M. & Seyyedrezaei, S. H. (2015). The effect of teaching vocabulary through collocations on the vocabulary learning of Iranian EFL students. Journal of Language Sciences & Linguistics, 3(1), 9-16.

Graves, M.  (1985). A word is a word…Or is it?  New York: Scholastic.

Greenwood, S. (2002). Making words matter: Vocabulary study in the content areas. The Clearing House, 75(5), 258-263.

Gu, Y. (2010). Learning strategies for vocabulary development. Reflections on English Language Teaching, 9(2), 105-118.

Hamada, L. (2014). Math vocabulary instruction in an inclusive classroom 1 direct instruction and the Frayer model: Effects on mathematics achievement in an inclusive classroom. (Unpublished master thesis). Southwest State University Marshall, Minnesota.

Hatch, E. & Brown, C. (1995). Vocabulary, semantics, and language education. New York: Cambridge University Press.

Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), 207-223.

İlter, İ. (2015). The investigation of the effects of Frayer model on vocabulary knowledge in social studies. Elementary Education Online, 14(3), 106-112.    

Ishizuka, H. (2000). Goichishikino fukasato speakingnouryokuno soukan [Correlations between depth of vocabulary knowledge and speaking ability]. STEP Bulletin, 12, 13-25.

Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78(3), 285-299.

Lane, H & Allen, S. A. (2010). The vocabulary-rich classroom: Modeling sophisticated word use to promote word consciousness and vocabulary growth. The Reading Teacher 63(5), 362-370. DOI:10.1598/RT.63.5.2

Laufer, B. (1994). The lexical profile of second language writing: Does it change over time? RELC Journal, 25(2), 21-33.

Laufer, B. & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength and computer adaptiveness. Language Learning, 54(3), 399-436.

Laufer, B. & Paribakht, T. S. (1998). The relationship between passive and active vocabulary: Effects of language learning context. Language Learning, 48(3), 365-391.

Lawson, M. J. & Hogben, D. (1996). The vocabulary learning strategies of foreign language students. Language learning, 46(1), 101-135.

Lewis, M. (1993). The lexical approach: The state of ELT and a way forward. London: Language Teaching Publications.

Loretta. F. (2008). The image of Daniel: An ancient graphic organizer. Journal of Research on Christian Education, 17(2), 217-224.

Monroe, E. E. & Pendergrass, M. (1997). Effects of mathematical vocabulary instruction on fourth grade students. Reading Improvement, 34(3), 120-132.

Nahampun, E. E. (2014). The effect of using Frayer model on students’ vocabulary mastery.  Journal of Applied Linguistics of FBS Unimed, 3(1), 22-36.  

Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Nessel, D. & Graham, J. (2007). Thinking strategies for student achievement: Improving learning across the curriculum, K-12 (2nd ed.). Thousand Oaks, CA: Corwin Press.

O’Donnell, A. M. (1993). Searching for information in knowledge maps and texts. Contemporary Educational Psychology, 18, 222-239.

Palmer, J., Boon, R. T., & Spencer, V. G. (2014). Effects of concept mapping instruction on the vocabulary acquisition skills of seventh graders with mild disabilities: A replication study. Reading & Writing Quarterly, 30(2), 165–182.

Pang, Y. (2013). Graphic organizers and other visual strategies to improve young ELL’s reading comprehension. New England Reading Association Journal, 48(2), 52-58.

Pavicic, T. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon: Cromwell.

Peters, C. (1974). A comparison between the Frayer model of concept attainment and the textbook approach of concept attainment. Reading Research Quarterly, 10(2), 252-254.

Putra, N. S. P., Padmadewi, N.N., & Budiarta, L. G. R. (2022). The effect of Mindmeister in teaching English vocabulary to young learner. International Journal of Latest Research in Humanities and Social Science, 5(1), 88-98.

Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading comprehension: An assessment perspective. Language Learning, 52(3), 513-536.

Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.

Richards, J. (1976). The role of vocabulary teaching. TESOL Quarterly, 10(1), 77-89.

Robb, L. (2000). Teaching reading in middle school. New York: Scholastic.

Ropič, M. & Aberšek, M. (2012). Web graphic organizers as an advanced strategy for teaching science textbook reading comprehension. Problems of Education 21st Century, 41, 87-99.

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(4), 589–619.

Sam, D. P. & Rajan, P. (2013). Using graphic organizers to improve reading comprehension skills for the middle school ESL students. English Language Teaching, 6(2), 155-170.

Sapir, E. (1921). Language. New York: Harcourt, Brace and Company.

Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). New York: Cambridge University Press.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge, UK: Cambridge University Press.

Schwartz, R. M. & Raphael, T. E. (1985). Concept of definition: A key to improving students’ vocabulary. The Reading Teacher, 39(2), 198-205.

Sullivan, M. T. (2014). Using adapted Frayer model as graphic organizer for graph vocabulary. In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings (pp. 55-83). Tokyo: JALT.

Teichroew, F. J. (1982). Receptive versus productive vocabulary: A survey. Interlanguage Studies Bulletin, 6(2), 5–33.

Vaughn, S., Bos, C. S., & Schumm, J. S. (2007). Teaching students who are exceptional, diverse, and at risk (4th ed.). Boston: Pearson Education.

Wang, X. & Dostal, J. (2018). Using a mind map to learn English vocabulary. 2^nd International Conference on Education and E-Learning, Bali, Indonesia.

Wesche, M. & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53(1), 13-40.

Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold.

Yousefkhani, M., Ayat, N., & Farrahi, A. (2007). English for computer engineering. Tehran: PNU Publications.