Effect of Reading-based Activities on Vocabulary Learning: Pre-intermediate EFL Learners in Focus
محورهای موضوعی : Applied Linguistics
Akram Shekarian Behzadi
1
(
Department of English Language, Kerman Branch, Payame Noor University, Kerman, Iran
)
Azar Bagheri Masoudzade
2
(
Department of English Language, Kerman Branch, Payame Noor University, Kerman, Iran
)
کلید واژه: Learning Vocabulary, Reading-based Activities, EFL students,
چکیده مقاله :
The present research examined the effect of reading-based activities on Iranian EFL learners’ vocabulary learning. To do this, 57 students of a language institute in Kerman were selected based on available sampling. After homogenizing them, 50 pre-intermediate students were put into two groups (25 students in each group). The study is a quasi-experimental one and the students took the pretest and posttest of vocabulary knowledge. These tests contained two parts: The first part pertained to the comprehension of vocabulary multiple-choice items; the second part was associated with production of vocabulary consisting of fill-in-the-blank items. Both tests were extracted from their textbook. The students of the experimental group were provided with related reading activities. The reading activities required the students pre-read passages at home that relate to the reading comprehension activities during classroom on the following day, and the reading engages the students to pre-read passages before the reading activity. However, the students of the control group received the traditional instruction on vocabulary and they were not given any related reading activities. At the end of term, the post test was administered and the collected data was descriptively and inferentially analyzed. The results revealed that reading-based activities had a significant effect on pre-intermediate EFL learners’ vocabulary learning. The finding indicates the value of reading-based activities leads the researchers to focus on increasing learners’ vocabulary in EFL classrooms through designing a variety of tasks.
پژوهش حاضر به بررسی تأثیر فعالیت های مبتنی بر خواندن بر یادگیری واژگان زبان آموزان ایرانی پرداخت. بدین منظور 57 نفر از دانشجویان یکی از موسسات زبان کرمان بر اساس نمونه گیری در دسترس انتخاب شدند. پس از همگن سازی، 50 دانش آموز پیش متوسطه در دو گروه (25 در هر گروه) قرار گرفتند. این پژوهش از نوع شبه تجربی است و زبان آموزان در پیش آزمون و پس آزمون شرکت کردند. آزمون ها شامل دو بخش بود: بخش اول مربوط به درک مطلب واژگان چندگزینه ای بود. بخش دوم با تولید واژگان متشکل از آیتم‌های پرکننده همراه بود. آزمونها از کتاب درسی آنها استخراج شده. به دانش آموزان گروه آزمایش، فعالیت های خواندنی مرتبط ارائه شد. فعالیت‌های خواندن، دانش‌آموزان را ملزم می‌کرد که متن هایی را در خانه پیش‌خوانی کنند که مربوط به فعالیت‌های درک مطلب در کلاس درس در روز بعد است، و دانش‌آموزان را به خواندن قسمت‌هایی قبل از فعالیت خواندن درگیر می‌کند. اما گروه کنترل، آموزش معمول واژگان را دریافت کردند و هیچ فعالیت خواندنی مرتبطی به آنها داده نشد. در پایان ترم، پس آزمون اجرا شد و داده ها شده به صورت توصیفی و استنباطی مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که فعالیت‌های مبتنی بر خواندن تأثیر قابل‌توجهی بر یادگیری واژگان زبان‌آموزان ایرانی سطح پیش متوسطه دارد. این یافته نشان می دهد که ارزش فعالیت های مبتنی بر خواندن، محققان را به تمرکز بر افزایش واژگان زبان آموزان در کلاس های درس زبان انگلیسی از طریق طراحی انواع وظایف، سوق می دهد.
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