Impact of Consciousness-raising via Input Flooding vs. Vocabulary Input Enhancement on Reading Fluency of Iranian EFL Intermediate Learners
محورهای موضوعی : نشریه زبان و ترجمه
Saeideh Sadat Fatahzadeh
1
(
Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
)
Sajad Shafiee
2
(
Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
)
Fariba Rahimi Esfahani
3
(
Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
)
کلید واژه: input enhancement, Vocabulary, Consciousness-raising, Input Flooding, Reading Fluency,
چکیده مقاله :
The current study was set to examine whether input flooding and input enhancement of vocabulary affected reading fluency of Iranian EFL learners. It also evaluated whether there was any substantial difference between the impacts of input flooding and input enhancement of vocabulary on reading of Iranian EFL learners. To this end, 120 out of 150 Iranian EFL intermediate learners at three language schools in Iran were randomly selected and divided into three groups, each consisting of 40 learners. The first experimental group received input flooding as treatment. To this aim, the frequency of the vocabulary items in the reading texts used during the course was increased. In other words, learners were flooded with the vocabulary items via different examples and using the words several times in the reading texts. The participants in the Input Enhancement (IE) group received IE through underlining, boldfacing, italicization, capitalization, and other strategies such as color coding, using different fonts, and diverse forms of vocabulary. To this end, in this experimental group, the vocabulary items appeared in the texts through using underlining, boldfacing, italicization and capitalization. In order to do so, the researcher retyped the selected materials and carried out the required modifications on them. control group received traditional method for teaching reading. The findings revealed that both input flooding and input enhancement of vocabulary had positively significant impacts on Iranian EFL learners’ reading fluency. Input flooding of vocabulary was more effective than input enhancement of vocabulary regarding their impacts on Iranian EFL learners’ reading fluency.
مطالعه حاضر با هدف بررسی اینکه آیا سیل ورودی و افزایش ورودی واژگان بر روانی خواندن زبان آموزان ایرانی تأثیر می گذارد یا خیر، انجام شد. همچنین بررسی کرد که آیا تفاوت معناداری بین تأثیر سیل ورودی و افزایش ورودی واژگان بر خواندن زبان آموزان ایرانی زبان انگلیسی وجود دارد یا خیر. به این منظور، از بین 150 زبان آموز ایرانی زبان انگلیسی، 120 نفر از زبان آموزان سطح متوسط در سه موسسه زبان در ایران انتخاب و به سه گروه 40 نفری تقسیم شدند. اولین گروه آزمایشی سیل ورودی را به عنوان درمان مطابق با فرضیه اشمیت (2000) و تعریف پیشنهادی اشمیت (2002) برای سیل ورودی دریافت کردند. برای این منظور فراوانی اقلام واژگانی در متون خواندنی مورد استفاده در دوره افزایش یافت. به عبارت دیگر، زبان آموزان از طریق مثال های مختلف و استفاده از کلمات چندین بار در متون خواندنی، مملو از آیتم های واژگانی شدند. شرکت کنندگان در گروه افزایش ورودی (IE) اینترنت اکسپلورر را مطابق با فرضیه اشمیت (1994) دریافت کردند که توسط نوریس و اورتگا (2000) با خط کشی، پررنگ، مورب، حروف بزرگ و استراتژی های دیگر مانند کدگذاری رنگ یا استفاده از فونت های مختلف پیشنهاد شده بود. اندازه یا انواع واژگان بدین منظور، در این گروه آزمایشی، آیتم های واژگانی با استفاده از خط کشی، پررنگ، مورب و حروف بزرگ در متون ظاهر شدند. برای انجام این کار، محقق مطالب انتخاب شده را مجدداً تایپ کرده و اصلاحات لازم را روی آنها انجام داد. در مقابل، گروه کنترل روش سنتی آموزش خواندن را دریافت کردند. نتایج از طریق ANCOVA مورد تجزیه و تحلیل قرار گرفت. یافته‌ها نشان داد که هم سیل ورودی و هم افزایش ورودی واژگان تأثیر مثبت معناداری بر روانی خواندن زبان آموزان ایرانی زبان انگلیسی دارند. سیل ورودی واژگان با توجه به تأثیر آن بر روان خواندن زبان آموزان ایرانی زبان انگلیسی مؤثرتر از افزایش ورودی واژگان بود. برخی مفاهیم آموزشی و نظری نیز ارائه شده است
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