نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه زبان انگلیسی، دانشگاه محقق اردبیلی
2 کارشناس ارشد آموزش زبان انگلیسی، دانشگاه محقق اردبیلی
چکیده
پژوهش حاضر به بررسی نقش واژه یاب بر یادگیری هم آیی های واژگانی و دستوری در دو شرایط متفاوت، با فراهم کردن فرصت تولید و بدون فرصت تولید، پرداخته است. همچنین دستهبندی هم آیی های واژه گانی و دستوری از لحاظ میزان چالشی که به زبان آموزان وارد میکنند مورد بررسی قرار گرفت. تعداد 45 زبان آموز سطح متوسط ایرانی به طور تصادفی به گروه تولید، گروه بدون تولید و گروه گواه گمارده شدند. زبان آموزان در شش جلسه سه فعالیت متفاوت دریافت کردند. از گروه تولید خواسته شد تا با جستجوی هم آیی ها در واژهیاب، تکلیف داستان-نویسی را انجام دهند. گروه بدون تولید، صرفا به جستجوی هم آیی ها در واژهیاب پرداختند ولی تکلیف داستان-نویسی را انجام ندادند. گروه گواه بدون دسترسی به واژه یاب، تکلیف داستان-نویسی را انجام دادند. نتایج تحلیل واریانس یکطرفه حاصل از نمرات پیش آزمون، پس آزمون بلافصل و تاخیری نشان داد که گروه های آزمایشی در یادگیری هم آیی ها با استفاده از واژه یاب بهتر از گروه گواه عمل کردند. با این حال، گروه تولید بیشتر از گروه بدون تولید از واژه یاب بهره مند شدند. یافته ها نشان داد که هم آیی های واژگانی برای همه گروه ها سخت بود.
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