نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه زبان انگلیسی دانشگاه فرهنگیان، تهران، ایران

2 دبیر آموزش و پرورش، استان مرکزی

چکیده

یادگیری واژگان همواره یکی از مهم‌ترین دغدغه‌های آموزش و یادگیری زبان خارجی بوده است. در بین جنبه‌های مختلف یادگیری و آموزش واژگان، روابط معنایی نقش مهمی ایفا می‌کنند. این روابط را می‌توان در دو بعد یافت، چنان‌که محور افقی نمایانگر روابط هم‌نشینی است، مانند کلمات همایند، عبارت‌ها و اصطلاحات و محور عمودی نشانگر روابط جانشینی است، مانند هم‌معنایی، تضاد و شمول معنایی. پژوهش حاضر نتیجۀ تلاشی است که برای مشخص کردن تأثیر محورهای افقی و عمودی بر یادگیری واژه در میان زبان‌آموزان ایرانی زبان انگلیسی با در نظر گرفتن سطوح حوزۀ شناختی صورت گرفت. به این منظور، ۸۴ زبان‌آموز سال دوم دبیرستان از طریق آزمون توانش زبانی (PET) انتخاب شدند و با پیش‌آزمون واژگان که توسط پژوهشگر تدوین شده بود، به سه گروه همگن به نام‌های محور افقی (HAG)، ‌عمودی (VAG) و کنترل تقسیم شدند. سپس، مراحل آموزش و پس‌آزمون یکی پس از دیگری به اجرا درآمد. نتیجۀ تحلیل آماری (تحلیل واریانس چند طرفه و آزمون تی مستقل) نشان داد که گروه افقی به‌طور چشمگیری، در مرحلۀ پس‌آزمون واژگان از گروه عمودی و هر دو گروه از گروه کنترل پیشی گرفتند. همچنین مشخص شد سطوح مختلف شناختی ازقبیل، سطوح درک، کاربرد، تحلیل و ارزیابی به‌طور قابل توجهی از شیوۀ آموزش افقی تأثیر می‌پذیرند، بنابراین، محور همنشینی یا افقی را می‌توان در کمک به بهبود دانش واژگانی زبان‌آموزان موفق دانست. یافته‌های این پژوهش می‌تواند همچون چراغی فراروی مدرسان زبان انگلیسی به‌عنوان زبان خارجی و طراحان برنامه‌های آموزشی به منظور تدوین روال‌های کارآمد برای آموزش واژگان قرارگیرد.

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