درخت حوزه‌های تخصصی

هدف از این تحقیق یافتن راه کاری عملی برای ارتقای مهارت نوشتاری در میان دانش آموزان ایرانی به عنوان زبان آموز خارجی می باشد. سوال اصلی این است که آیا کاربردشناسی تفوقی بر روش های سنتی در ارتقای مهارت نوشتاری دارد یا خیر. برای این منظور چهل دانش آموز دبیرستانی بر اساس عملکرد شان در Preliminary English Test (2009) انتخاب شدند. علاوه بر این، ابزارهای زیر نیز در این پژوهش شبه تجربی به کار رفته است: Task, and Discourse Self-Assessment Task and Writing Discourse Completion, California Standard Test (2008) این روش خاص به مدت ده هفته بر گروه آزمایشی انجام گرفت در حالی که که گروه کنترل فقط از روش های سنتی بهره برد. نتایج نشان می دهد که ارتباط معناداری میان مهارت کاربردشناسی و ارتقای مهارت نوشتاری در میان زبان آموزان وجود دارد. روش paired h-test f برای تجزیه و تحلیل داده ها به کار رفته است. نتایج این تحقیق حاکی است که دبیران می توانند از کاربردشناسی در مهارت نوشتاری به شکل شایسته ای بهره ببرند و مهارت نوشتاری را از طریق آن ارتقا دهند. بدین ترتیب زبان آموزان می توانند به شکل درستی به برقراری ارتباط بپردازند.

Incidental vocabulary learning is often seen as superior to direct instruction on many occasions. Meanwhile, upon the emergence of the World Wide Web, second language (SL) learners have been introduced to 'podcasts' (recorded audio and video online broadcasts) which could be authentic sources of vocabulary learning. The relatively recent phenomenon of video podcast (vodcast) might be considered as a reliable complementary source of input to the written text or the audio track which are predominantly used to represent the platforms of SL instruction. To examine this assertion, three groups of Iranian EFL learners (n=63) were independently exposed to different modes of input (the reading text, audio track, and vodcast) during a series of classroom sessions under highly controlled circumstances. Immediate and delayed passive recall tests of vocabulary were administered to investigate their incidental gains. A multivariate analysis of variance revealed that both dependent variables (immediate and delayed recall) were significantly affected by the input modes. The post-hoc tests indicated no significant difference between the written and the audio groups while the vodcast group significantly outperformed the other two. The rich contextual clues made available by this audiovisual source seem to account for its superiority

This study investigated the role of interactive output tasks in developing EFL learners’ vocabulary knowledge. The participants were 103 elementary female Iranian EFL learners who were randomly divided into three groups: input-only, input-output-no-interaction, and input-output-interaction. After all participants took a placement test and a vocabulary pretest, the input-only group was exposed to input tasks, while the other two groups received both input and output tasks with or without interaction. Then, all the participants took a vocabulary posttest. The results of ANOVA and Kruskal-Wallis tests showed that the participants in both the input-output-no-interaction group and the input-output-interaction group outperformed the ones in the input-only group in the vocabulary posttest (in both the overall vocabulary test and in the productive vocabulary section). Moreover, the results of the t-test and the Mann-Whitney test revealed that the participants in the interaction and no-interaction groups performed similarly on both the overall vocabulary posttest and the productive vocabulary section. The findings of this study support the idea that output is a facilitative factor for the acquisition of L2 vocabulary and, specifically, productive vocabulary development. The results also suggest that both interactive and non-interactive output-plus-input tasks can lead to higher achievement in vocabulary knowledge compared to the input-only condition lacking output tasks