The Comparative Effect of Visual vs. Auditory Input Enhancement on Learning Non-Congruent Phrasal Verbs by Iranian EFL Learners
محورهای موضوعی : language teaching
بهدخت مال امیری
1
(Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran)
پرستو علی زاده اقیانوس
2
(Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran)
عاطفه زهره وند
3
(Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran)
کلید واژه: input enhancement, auditory input enhancement, visual input enhancement, Phrasal Verbs, non-congruent phrasal verbs,
چکیده مقاله :
Vocabulary is one of the essential components of language and learning phrasal verbs as part of vocabulary is quite challenging for foreign language learners. The present study aimed at investigating the effects of visual and auditory input enhancement on learning non-congruent phrasal verbs. The participants of the study were 90 intermediate English language learners who were divided into two experimental and one control groups. The first experimental group received visual input enhancement and the second experimental group auditory input enhancement, and the control group no enhanced material. All three groups were tested on their knowledge of non-congruent phrasal verbs before and after the treatment, using a non-congruent phrasal verb test developed by the researcher. The results of the data analyses indicated that both visual and auditory input enhancement were effective in learning non-congruent phrasal verbs by Iranian EFL learners, and that both groups outperformed the control group in their achievement.
واژگان یکی از اجزای اساسی زبان هستند و یادگیری افعال چند قسمتی به عنوان بخشی از واژگان برای زبانآموزان خارجی بسیارچالش برانگیز است. پژوهش حاضر با هدف بررسی تاثیرات تقویت درون داد بصری وشنیداری روی یادگیری افعال چند قسمتی نامتجانس (ناموافق) صورت گرفته است. شرکت کنندگان در اینپژوهش 90 زبان آموز سطح متوسط بودند که به دو گروه آزمایشی و یک گروه کنترل تقسیم شدند. گروهآزمایشی اول تقویت درون داد بصری و گروه بعدی تقویت درون داد شنیداری دریافت کردند و گروه کنترل نیزهیچگونه مطلب تقویت شده ای دریافت نکردند. از گروه ها قبل و بعد از اجرای روش آموزشی مورد تحقیق یکتست درباره دانسته هایشان از افعال چند قسمتی نامتجانس (ناموافق) گرفته شد که این تست افعال چند قسمتینامتجانس (ناموافق) توسط پژوهشگران طراحی شده بود. نتایج تحلیل داده ها نشان داد که هر دو تقویت درونداد بصری و شنیداری در یادگیری افعال چند قسمتی نامتجانس(ناموافق) توسط زبان آموزان ایرانی موثر بودند.اگرچه تفاوت قابل توجهی بین نتایج به دست آمده از این دو گروه وجود نداشت.
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