The Effect of Individually-Generated, Teacher-Generated, and Cooperatively-Generated Graphic Organizers on Intermediate EFL Students' Vocabulary Knowledge
محورهای موضوعی : language teaching
منصوره مجاوریان
1
(
گروه زبان انگلیسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران
)
حسین سیاه پوش
2
(
گروه زبان انگلیسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران
)
مهران داوری بینا
3
(
گروه زبان انگلیسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران
)
کلید واژه: vocabulary knowledge, graphic organizer, intentional vocabulary learning,
چکیده مقاله :
Although previous studies have shown the benefits of graphic organizers in improving learners' vocabulary knowledge, scant attention has been paid to the possible differences in the effect of individually-developed, cooperatively-developed, and teacher-developed graphic organizers on intermediate L2 learners' vocabulary knowledge. The present study addressed this topic by examining 80 intermediate language learners. The participants were selected based on convenience sampling procedure and studied English in four classes. The learners in the conventional group received the translation/definition of the lexical items. Those in the teacher-generated were provided with the graphic organizers prepared by their teacher, and the participants in the other two groups made the graphic organizers either individually or cooperatively. The researchers employed Vocabulary Knowledge Scale as the pre-test, immediate post-test, and delayed post-test to examine the participants' vocabulary knowledge. The findings of this study indicated that the mean scores of the control group in the immediate and delayed post-tests were significantly lower than those of all graphic organizer groups. In addition, the cooperatively-generated graphic organizer group was significantly more successful than learner and teacher-generated graphic organizer groups, but there was no difference between the learner and teacher-generated groups.
مدرسان از تدابیر مختلف برای بهبود عملکرد آموزش واژگان خود استفاده میکنند. یکی از راهبردهای تدریس واژگان که در دو دهه ی اخیر مورد استفاده قرار گرفته سازمان دهنده گرافیکی است. اگرچه نتایج قبلی نشان میدهد که سازمان دهنده گرافیکی تاثیر مثبتی بر دانش واژگان فراگیران زبان دوم میگذارد، توجه اندکی به تفاوتهای ممکن بین تاثیر سازمان دهنده های ایجاد شده توسط مدرس، توسط فراگیر به طور انفرادی و توسط گروهی از فراگیران بر میزان دانش واژگان زبان دوم ایشان شده است. پژوهش حاضر این موضوع را با بررسی 80 فراگیر سطح متوسط بررسی کرد. شرکت کنندگان، که در چهار کلاس زبان انگلیسی بودند، بر اساس نمونه گیری در دسترس انتخاب شدند. فراگیران در گروه سنتی برای واژگان تعریف و یا ترجمه دریافت کردند. آنهایی که در گروه سازمان دهنده ایجاد شده توسط معلم بودند، سازمان دهنده ها را به طور آماده از مدرس خود میگرفتند و شرکت کنندگان در دو گروه دیگر سازمان دهنده ها به طور انفرادی و یا گروهی آماده میشدند. پژوهشگران از مقیاس دانش واژگان به عنوان پیش آزمون، پس آزمون بلافاصله، و پس آزمون با وقفه برای سنجش دانش واژگانی فراگیران استفاده کردند. نتایج نشان داد که نمرات میانگین افراد حاضر در گروه کنترل درهر دو پس آزمون به طور معناداری کمتر از نمرات دیگر گروه ها بود. علاوه بر این، گروه سازمان دهنده ی گرافیکی گروهی به طور چشمگیری موفقتر از گروههای دیگر بود، اما تفاوت معناداری بین نمرات افراد حاضر در گروههای سازمان دهنده های انفرادی و ایجاد شده توسط مدرس وجود نداشت.
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