تعداد نشریات | 161 |
تعداد شمارهها | 6,533 |
تعداد مقالات | 70,517 |
تعداد مشاهده مقاله | 124,132,512 |
تعداد دریافت فایل اصل مقاله | 97,237,972 |
آموزش تکنیکهای عصبی-شناختی، چندرسانهای، اجتماعی-فرهنگی و فراشناختی بر یادگیری و یادآوری واژگان زبان انگلیسی در یادگیرندگان زبان دوم | ||
فصلنامه پژوهشهای کاربردی روانشناختی | ||
مقاله 1، دوره 14، شماره 3، 1402، صفحه 1-23 اصل مقاله (1 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22059/japr.2023.335525.644127 | ||
نویسندگان | ||
مجتبی واحدیان1؛ حسنعلی ویسکرمی* 2؛ فضل اله میردریکوند3 | ||
1دانشجوی دکتری، گروه روان شناسی تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران. | ||
2دانشیار، گروه روانشناسی تربیتی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه لرستان، خرمآباد، ایران. رایانامه | ||
3دانشیار، گروه روانشناسی تربیتی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه لرستان، خرمآباد، ایران. | ||
چکیده | ||
هدف پژوهش حاضر، بررسی تأثیر آموزش تکنیکهای مبتنی بر نظریههای عصبی-شناختی، چندرسانهای، اجتماعی-فرهنگی و فراشناختی در یادآوری و بازشناسی واژههای زبان انگلیسی در یادگیرندگان EFL بود. روش مورد استفاده نیمهآزمایشی از نوع پیشآزمون-پسآزمون با گروه گواه بود. جامعۀ آماری، کلیۀ زبانآموزان مؤسسههای آموزشی زبان انگلیسی شهر قم در سال 1400 بودند. انتخاب نمونۀ آماری از بین زبانآموزان پسر در دو آموزشگاه بهصورت تصادفی انجام شد و 16 نفر در گروه آزمایش و 17 نفر در گروه گواه قرار گرفتند. برای گروه آزمایش، از تکنیکهای آموزش تصویری-دیداری، روش چندحسی، چرخش دایره و داستانگویی و یادداشتبرداری در 8 جلسۀ 45 دقیقهای و برای گروه گواه روش تدریس عادی استفاده شد. دادههای پژوهش با آزمون معلمساخته، از دو گروه آزمایش و گواه جمعآوری شدند. تحلیل آماری کوواریانس و اسپلیت پلات به کمک نرمافزار SPSS نسخۀ 22 صورت گرفت. یافتهها نشان داد تکنیکهای مبتنی بر حوزههای مطرحشده، بر افزایش میزان یادآوری و بازشناسی واژگان، هم بهصورت بینگروهی و هم درونگروهی مؤثر هستند. براساس نتایج، استفاده از تکنیکها اثر معناداری بر یادآوری و بازشناسی واژگان دارد. | ||
کلیدواژهها | ||
اجتماعی-فرهنگی؛ چندرسانهای؛ عصبی-شناختی؛ فراشناختی؛ یادگیری | ||
عنوان مقاله [English] | ||
The Effectiveness of Teaching Neurocognitive, Multimedia, Metacognitive, Socio-Cultural Techniques on Learning and Remembering English Words in Second Language Learners | ||
نویسندگان [English] | ||
Mojtaba Vahedian1؛ Hasan Ali Veiskarami2؛ Fazlullah Mirdrikvand3 | ||
1Department of Educational Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran. | ||
2Associate Professor, Department of Educational Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran. | ||
3, Department of Educational Psychology, Faculty of Literature and Humanities, Lorestan University, khorramabad, Iran. | ||
چکیده [English] | ||
The aim of this study was to investigate the effect of teaching techniques based on neurocognitive, multimedia, socio-cultural, metacognitive, neurocognitive, and multimedia theories on EFL learners’ ability to recall and identify English vocabulary. The semi-experimental method used was pre-test-post-test with a control group constituted the semi-experimental design. All pupils enrolled in English language educational institutions in Qom city in 2021 comprised the statistical population.The statistical sample for this study was comprised of male language learners from two institutions who were selected at random; sixteen experimental groups and 17 control groups were formed. In eight 45-minute sessions, the experimental group was instructed using visual/pictorial methods, the multi-sensory method, circle rotation, narration, and note-taking. In contrast, the control group received instruction using the standard method. Data for the study were obtained from both the experimental and control groups through the administration of a test developed by the instructors. The statistical analysis of covariance and split plot was conducted utilizing version 22 of the SPSS software. It was determined, following the analysis, that techniques based on the proposed domains increase the rate of recall and vocabulary recognition both within and between groups. The findings indicate that the implementation of strategies significantly impacts both the recall and recognition of vocabulary. | ||
کلیدواژهها [English] | ||
Learning, Metacognitive, Multimedia, Neurocognitive, Socio-Cultural | ||
سایر فایل های مرتبط با مقاله
|
||
مراجع | ||
اصغری، ف.، و زندی، ب. (1392). عصبشناسی زبان؛ حوزۀ مطالعاتی بینرشتهای در زبانشناسی. فصلنامۀ مطالعات میانرشتهای در علوم انسانی. 5(3)، 99-77. http://www.isih.ir/article_141.html
تقویان، ع. ن.، قائدی، ی.، ضرغامی، س.، و غلامی، ج. (1394). رویکرد اجتماعی-فرهنگی در حوزۀ آموزش زبان. فصلنامۀ تحقیقات فرهنگی ایران. 8(2)، 164-131. http://www.jicr.ir/article_195.html
حسین بگلو، ک.، پیری، م.، حاج عطالو، ج.، و رضایی، ا. (1398). طراحی آموزش چندرسانهای مبتنی بر نظریۀ بار شناختی سوئلر و تعیین تأثیر آن بر هیجان تحصیلی درس ریاضی در فراگیران پایۀ سوم ابتدایی. نشریۀ علمی آموزش و ارزشیابی. 12(46)، 104-85. https://jinev.tabriz.iau.ir/article_668236.html
سیف، ع. ا. (1386). روانشناسی پرورشی نوین؛ روانشناسی یادگیری و آموزش. ویرایش ششم. تهران: دوران.
شانک، د. اچ. (1398). نظریههای یادگیری چشماندازی تعلیموتربیتی. ترجمۀ یوسف کریمی. ویراست پنجم. تهران: ویرایش.
صالحی، ر.، و فرزاد، و. (1382). مطالعۀ رابطۀ فراشناخت و ادراک یادگیری با عملکرد یادگیری زبان انگلیسی. مجلۀ روانشناسی. 7(3)، 286-270. https://www.sid.ir/paper/424653/fa
فراهانی، م. ن.، و عبادی، م. (1393). بررسی دانش فراشناختی در رابطۀ مدیریت کلاس بر پیشرفت تحصیلی درس زبان انگلیسی. فصلنامۀ روانشناسی شناختی. 2(4)، 30-24. http://dorl.net/dor/20.1001.1.23455780.1393.2.4.6.5
قاسمزاده، ح. (1393). اندیشه و زبان. چاپ دوم. تهران: ارجمند.
میرز، ل. اس.، گامست، گ.، و گارینو، ا. جی. (1391). پژوهش چندمتغیری کاربردی (طرح و تفسیر). ترجمۀ مجتبی حبیبی، ولیالله فرزاد، حمیدرضا حسنآبادی، حسن پاشاشریفی، سیمیندخت رضاخانی، بلال ایزانلو. تهران: رشد.
References Al-hamami, M. (2016). Vocabulary learning through audios, images, and videos: Linking Technologies with Memory. Computer Assisted Language Learning-Eletronic Journal, 17(2), 87-112. http://callej.org/journal/17-2/Alhamami2016.pdf Al-qahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34. http://dx.doi.org/10.20472/TE.2015.3.3.002 Amiryousefi, M., & Ketabi, S. (2011). Mnemonic instruction: A way to boost vocabulary learning and recall. Journal of Language Teaching and Research, 2(1), 178-183. https://www.academypublication.com/issues/past/jltr/vol02/01/23.pdf Andrä, Ch., Mathias, B., Schwager, A., Macedonia, M., & Kriegstein, V. K. (2020). Learning foreign language vocabulary with gestures and pictures enhances vocabulary memory for several months post-learning in eight-year-old school children. Educational Psychology Review, 32, 815–850. https://doi.org/10.1007/s10648-020-09527-z Anderson, N. J. (2002). The Role of Metacognition in Second Language Teaching and Learning. Washington, DC: Center for Applied Linguistics, ERIC Clearinghouse on Languages and Linguistics. https://files.eric.ed.gov/fulltext/ED463659.pdf Anderson, N. J. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (Cambridge Language Teaching Library, pp. 99-109). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511497667.010 Asghari, F., & Zandi, B. (2012). neurology of language; Interdisciplinary field of study in linguistics. Journal of Interdisciplinary Studies in Humanities, 5(3), 77-99. http://www.isih.ir/article_141.html (In Persian) Baddeley, A., Kopelman, M. D., & Wilson, B. A. (2002). The Handbook of Memory Disorders (2nd Edition). Chichester, England: John Wiley & Sons, Ltd. Baird, B., Smallwood, J., Gorgolewski, K. J., & Margulies, D. S. (2013). Medial and lateral networks in anterior prefrontal cortex support metacognitive ability for memory and perception. Journal of Neuroscience, 33(42), 16657-16665. https://doi.org/10.1523/JNEUROSCI.0786-13.2013 Boyle, J. R., Rosen, S. M., & Forchlli, G. (2016). Exploring metacognitive strategy use during note-taking for students with learning disabilities. Education 3–13, 44(2), 161–180. http://dx.doi.org/10.1080/03004279.2014.929722 Brooks, G., Clenton, J., & Fraser, S. (2021). Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension. Studies in Second Language Learning and Teaching, 11(3), 351-376. http://dx.doi.org/10.14746/ssllt.2021.11.3.3 Brown, H. D. (2001). Language assessment: Principle and classroom practices. New York: Addition Wesley Longman, Inc. Carter, R. (2012). Vocabulary: Applied linguistic perspectives. Oxfordshire, UK: Routledge. Conner, L. N. (2007). Cueing Metacognition to Improve Researching and Essay Writing in a Final Year High School Biology Class. Research in Science Education, 37(1), 1–16. Dewi, R. S., Kultsum, U., & Armadi, A. (2017). Using communicative games in improving students' speaking skills. English Language Teaching, 10(1), 63-71. https://doi.org/10.5539/elt.v10n1p63 Diaz, M. (2015). Training in Metacognitive Strategies for Students’ Vocabulary Improvement by Using Learning Journals. PROFILE Issues in Teachers’ Professional Development, 17(1), 87-102. https://doi.org/10.15446/profile.v17n1.41632 Dib, N. (2017). Investigating the Effectiveness of Cognitive Vocabulary Strategy Instruction in Raising Learners’ Metacognitive Awareness for Long-Term Mass Lexis Learning. Human Sciences Journal, 28(1), 97–109. http://revue.umc.edu.dz/index.php/h/article/view/2559 Engelkamp, J. & Zimmer, H. D. (1985). Motor programs and their relation to semantic memory. German Journal of Psychology, 9(3), 239–254. https://psycnet.apa.org/record/1986-23628-001 Evers, R. B., & Spencer, S. S. (2011). Planning Effective Instruction for Students with Learning and Behavior Problems. Merrill: Pearson Evgen'evna, K, I., & Mikhailovna, N, T. (2018). The activation of passive vocabulary in English language classes at senior school. Philology, Theory & Practice. Tambov: Gramota, 1(6). 198-202. https://doi.org/10.30853/filnauki.2018-6-1.44 Feng Teng, M. (2022). The effectiveness of multimedia input on vocabulary learning and retention. Pages 738-754 Published online: 26 Oct https://doi.org/10.1080/17501229.2022.2131791 Farahani, M. N., & Emadi, M. (2015). The role of metacognitive knowledge in the relationship between class management and second language achievement. Journal |of Cognitive Psychology, 2(4), 23-30. http://jcp.khu.ac.ir/article-1-2457-en.html (In Persian) Fernandes, M. A., Wammes, J. D., & Meade, M. E. (2018). The surprisingly powerful influence of drawing on memory. Current Directions in Psychological Science, 27(5), 302-308. https://doi.org/10.1177/0963721418755385 Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906 Fleming, S. M., & Dolan, R. J. (2012). The neural basis of metacognitive ability. Philosophical Transactions of the Royal Society of London Series B: Biological Sciences, 367(1594), 1338–1349. https://doi.org/10.1098/rstb.2011.0417 Ghasemzadeh, H. (2013). Thought and language (2nd Edition). Tehran: Arjmand Publishing House. (In Persian) Gao, R. (2021). The Vocabulary Teaching Mode Based on the Theory of Constructivism. Theory and Practice in Language Studies, 11(4), 442-446. https://doi.org/10.17507/tpls.1104.14 Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643–679. Hari, R., & Kujala, M. (2009). Brain basis of human social interaction: from concepts to brain imaging. Physiological Reviews, 89(2), 453–479. https://doi.org/10.1152/physrev.00041.2007 Hatch, E., & Brown, C. (1995). Vocabulary, Semantics, and Language Education. New York: Cambridge University Press. Haukas, A. (2018). Metacognition in Language Learning: An Overview. In metacognition in language learning and teaching. edited by Asta Haukas, Camilla Bjorke, and Magne Dypedahl, 11-30, New York: Routledge. https://doi.org/10.4324/9781351049146 Hazami, A. (2009). The Influence of Pictures on Word Recognition. Electronic Thesis and Dissertations. Master of Science in Experimental Psychology, Department of Psychology, GeorgiaSouthernUniversity. https://digitalcommons.georgiasouthern.edu/etd/430 Heidari Kamroudi, S., Khoshnavay Fomani, F., & Kharazmi Rahimabadi, R. (2013). The Nature of Metacognition and its Revisory Usage in Learning Disorder. Learning Community- An International Journal of Educational and social Development, 4(2), 161-168. http://dx.doi.org/10.5958/j.2231-458X.4.2.006 Hossein Baglo, K., Piri, M., Haj Atalo, J., & Rezaei, A. (2018). Designing a multimedia education based on Soeller's cognitive load theory and determining its effect on the academic excitement of mathematics course in third grade elementary students. Scientific Journal of Education and Evaluation, 12(46), 104-85. https://jinev.tabriz.iau.ir/article_668236.html (In Persian) Imada, T., Zhang. Y., Cheour, M., Taulu, S., Ahonen, A., & Kuhl, P. K. (2006). Infant speech perception activates Broca’s area: a developmental magnetoenceohalography study. Neuroreport, 17(10), 957–962. https://doi.org/10.1097/01.wnr.0000223387.51704.89 Ismawati, L., Sutarsyah, C., & Nurweni, A. (2018). Teaching Vocabulary Using Storytelling. https://api.core.ac.uk/oai/oai:ojs.jurnal.fkip.unila.ac.id:article/15077 Jamali Kivi, P., Namaziandost, E., Fakhri Alamdari, E., Ryafikovna Saenko, N., Inga-Arias, M., Fuster-Guillén, D., ... & Nasirin, C. (2021). The comparative effects of teacher versus peer-scaffolding on EFL learners’ incidental vocabulary learning and reading comprehension: A socio-cultural perspective. Journal of Psycholinguistic Research, 50, 1031-1047. https://doi.org/10.1007/s10936-021-09800-4 Jeong, H., Li, P., Suzuki, W., Sugiura, M., & Kawashima, R. (2021). Neural mechanisms of language learning from social contexts. Brain and Language, 212, 104874. https://doi.org/10.1016/j.bandl.2020.104874 Kagan, S. (1992). Cooperative Learning. San Juan Capistrano: Kagan Cooperative Learning. Khezrlou, S., Ellis, R., & Sadeghi, K. (2017). Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions. System, 65, 104-116. https://doi.org/10.1016/j.system.2017.01.009 Kiefer, M., Schuler, S., Mayer, C., Trumpp, N. M., Hille, K., & Sachse, S. (2015). Handwriting or typewriting? The influence of pen-or keyboard-based writing training on reading and writing performance in preschool children. Advances in Cognitive Psychology, 11(4), 136–146. https://doi.org/10.5709/acp-0178-7 Kojic-Sabo, I., & Lightbown, P. M. (1999). Students’approaches to vocabulary learning and their relationship to success. Modern Language, 83(2), 176–192. https://doi.org/10.1111/0026-7902.00014 Krepel, A., de Bree, E. H., Mulder, E., van de Ven, M., Segers, E., Verhoeven, L., & de Jong, P. F. (2021). Predicting EFL vocabulary, reading, and spelling in English as a foreign language using paired-associate learning. Learning and Individual Differences, 89, 102021. https://doi.org/10.1016/j.lindif.2021.102021 Kuhl, P. K. (2010). Brain Mechanisms in Early Language Acquisition. Neuron, 67(5), 713–727. https://doi.org/10.1016/j.neuron.2010.08.038 Kurniawan, F. (2014). Improving the students’ vocabulary mastery through Storytelling at Bunga Mayang Islamic Kindergarten School Bandar Lampung. Unpublished Script. Bandar Lampung: Universitas Lampung. Lantolf, J. P. (2006). Sociocultural theory and second language learning: State of the art. Studies in Second Language Acquisition, 28(1), 67-109. http://www.jstor.org/stable/44487039 Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics, 1(1), 49–75. https://doi.org/10.1558/japl.v1.i1.49 Lantolf, J. P., Thorne, S. L., & Poehner, M. E. (2015). Sociocultural theory and second language development. In: Van Patten, B., Williams, V. (eds.) Theories in Second Language Acquisition: An Introduction (pp. 207-226). New York: Routledge. Lam, W. (2010). Metacognitive strategy teaching in the ESL oral classroom: Ripple effect on non-target strategy use. Australian Review of Applied Linguistics, 33(1), 2.1-2.19. https://doi.org/10.2104/aral1002 Legault, J., Fang, S., Lan, Y., & Li, P. (2019). Structural brain changes as a function of second language vocabulary training: Effects of learning context. Brain and Cognition, 134, 90–102. https://doi.org/10.1016/j.bandc.2018.09.004 Li, P., & Jeong, H. (2020). The social brain of language: Grounding second language learning in social interaction. NPJ Science of Learning, 5, 8. https://doi.org/10.1038/s41539-020-0068-7 Li, S. (2016). The construct validity of language aptitude: A meta-analysis. Studies in Second Language Acquisition, 38(4), 801–842. https://doi.org/10.1017/S027226311500042X Lin, Y. (2015). The acquisition of words’ meaning based on constructivism. Theory and Practice in Language Studies, 5(3), 639-645. http://dx.doi.org/10.17507/tpls.0503.26 Macedonia, M., Repetto, C., Ischebeck, A., & Mueller, K. (2019). Depth of encoding through observed gestures in foreign language word learning. Frontiers in Psychology, 10, 33. https://doi.org/10.3389/fpsyg.2019.00033 MacWhinney, B. (2012). The Logic of the Unified Model. In The Routledge Handbook of Second Language Acquisition (eds.). Gass, S. & Mackey (pp. 211-227). Abingdon: Routledge. Mathias, B., Sureth, L., Hartwigsen, G., Macedonia, M., Mayer, K. M., & Katharinav. K, von. (2021). Visual sensory cortices causally contribute to auditory word recognition following sensorimotor-enriched vocabulary training. Cerebral Cortex, 31(1), 513–528. https://doi.org/10.1093/cercor/bhaa240 Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85-139). Academic Press. https://doi.org/10.1016/S0079-7421(02)80005-6 Mayer, R. E. (2005a). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). New York: Cambridge University Press. Mayer, R. E. (2005b). Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 169–182). New York: Cambridge University Press. Mayer, R. E. (2009). Multimedia learning (2nd Edition). New York: Cambridge University Press. Mayer, R. E. (2014). Multimedia Instruction. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 385–399). Springer New York. Mayer, R. E., Lee, H., & Peebles, A. (2014). Multimedia learning in a second language: A cognitive load perspective. Applied Cognitive Psychology, 28(5), 653–660. https://doi.org/10.1002/acp.3050 Mayer, K. M., Yildiz, I. B., Macedonia, M., & von Kriegstein, K. (2015). Visual and motor cortices differentially support the translation of foreign language words. Current Biology, 25(4), 530–535. https://doi.org/10.1016/j.cub.2014.11.068 Memari-Hanjani., A. (2019). Collective peer scaffolding, self-revision, and writing progress of novice EFL learners. International Journal of English Studies, 19(1), 41–57. https://doi.org/10.6018/ijes.331771 Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Applied Multivariate Research: Design and Interpretation. Translated by Pashasharifi, H. et al., Tehran: Roshd Pub. (In Persian) Nassaji, H. (2006). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. The Modern Language Journal, 90(3), 387–401. http://www.jstor.org/stable/3876835 Nation, I. S. P. (2011). Research into practice: Vocabulary. Language Teaching, 44(4), 529-539. https://doi.org/10.1017/S0261444811000267 Newton, J. (2013). Incidental vocabulary learning in classroom communication tasks. Language Teaching Research, 17(2), 164-187. https://doi.org/10.1177/1362168812460814 Nuthall, G. (2000). The Anatomy of Memory in the Classroom: Understanding How Students Acquire Memory Processes from Classroom Activities in Science and Social Studies Units. American Educational Research Journal, 37(1), 247–304. Paivio, A. (1971). Imagery and Verbal Processes. New York: Holt, Rinehart, and Winston. Rahimi, M., & Allahyari, A. (2019). Effects of Multimedia Learning Combined with Strategy-Based Instruction on Vocabulary Learning and Strategy Use. SAGE Open, 9(2), 1–14. https://doi.org/10.1177/2158244019844081 Salehi, R., & Farzad, V. (2003). Studying the relationship between metacognition and learning perception with English language learning performance. Journal of Psychology, 7(3), 286-270. https://www.sid.ir/paper/424653/fa (In Persian) Saputri, D. A., Sale, F., & Siam. (2020). The Effect Of Inside-Outside Circle (Ioc) Technique On Students' Speaking Ability At Sma Negeri 1 Kabangka. Halu Oleo University, 161. Sato, M. (2016). Interaction mindsets, interactional behaviors, and l2 development: an affective-social-cognitive model. Language Learning. 67(2), 249-283. https://doi.org/10.1111/lang.12214 Schunk, D. H. (2008). Learning Theories, an Educational Perspective (5th Edition). Translated by: Y. Karimi. Tehran: Virayesh. (In Persian) Seif, A. A. (2007). Modern educational psychology; Psychology of learning and education. (6th Edition). Tehran: Duran Publishing House. (In Persian) Siegel, J. (2020). Developing notetaking skills in a second language: insights from classroom research. Routledge. Siegel, J. (2019). Teaching lecture notetaking with authentic materials. ELT Journal, 73(2), 124-133. https://doi.org/10.1093/elt/ccy031 Shimshir, N., Karahan, E., & Angon, Sh. S. (2019). Evaluation of The Effects of Storytelling Technique on Vocabulary Learning in Foreign Language Teaching According to Students and Teacher’s Views. Journal of Qualitative Research in Education, 7(3), 1-22. Sorden, S, D. (2012). The Cognitive Theory of Multimedia Learning. https://sorden.com/portfolio/sorden_draft_multimedia2012.pdf Svalberg, A. M. (2012). Language Awareness in Language Learning and Teaching: A Research Agenda. Language Teaching, 45(3), 376–88. https://doi.org/10.1017/S0261444812000079 Taghvian, A. N., Qaidi, Y., Zarghami, S., & Gholami, J. (2014). Socio-cultural approach in the field of language education. Journal of Iranian Cultural Research, 8(2), 131-164. http://www.jicr.ir/article_195.html. (In Persian) Thornbury, S. (2005). How to Teach Speaking. Malaysia: Pearson Education Limited. Tovar, R. (2016). The importance of vocabulary knowledge in the production of written texts: a case study on EFL language learners. Revista Tecnológica ESPOL – RTE, 30(3), 89-105. http://www.rte.espol.edu.ec/index.php/tecnologica/article/view/628 Tovar, R. (2017). Vocabulary knowledge in the production of written texts: a case study on EFL language learners. Revista Tecnológica ESPOL–RTE, 30(3), 89-105. http://www.rte.espol.edu.ec/index.php/tecnologica/article/view/628/377-ISSN 1390-3659. Ulfah, N., & Pujihartono, L. G. (2017). Improving the Students' Speaking Ability in Conversational Activity through Inside Outside Circle Technique. Jurnal Dialektika, 5, 97. Van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: Literature review and synthesis. Educational Psychology Review, 17, 285–325. Vygotsky, L. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4 Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2018). Creating a recollection-based memory through drawing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44, 734–751. http://dx.doi.org/10.1037/xlm0000445 Wilkin, D. A. (1983). Linguistics in language teaching. London: Edward Arnold Publisher Inc. Yamada, H. (2018). Exploring the effects of metacognitive strategies on vocabulary learning of Japanese junior high school students. The Journal of Asia TEFL, 15(4), 931-944. http://dx.doi.org/10.18823/asiatefl.2018.15.4.3.931 Yang, J., Gates, K. M., Molenaar, P., & Li, P. (2015). Neural changes underlying successful second language word learning: An fMRI study. Journal of Neurolinguistics, 33, 29–49. https://doi.org/10.1016/j.jneuroling.2014.09.004 Zhang, Sh. (2009). The role of input, interaction and output in the development of oral fluency. English Language Teaching, 2(4), 91-100. https://doi.org/10.5539/elt.v2n4p91 Zhang, X., & Lu, X. F. (2015). The relationship between vocabulary learning strategies and breadth and depth of vocabulary knowledge. Modern Language Journal, 99(4), 740–753. https://doi.org/10.1111/modl.12277 Zhang, Y., Kuhl, P. K., Imada, T., Iverson, P., Pruitt, J., Stevens, E. B., Kawakatsu, M., Tohkura, Y., & Nemoto, I. (2009). Neural signatures of phonetic learning in adulthood: a magnetoencephalography study. Neuroimage, 46(1), 226–240. https://doi.org/10.1016/j.neuroimage.2009.01.028 Zhao, N. (2009). Metacognitive strategy training and vocabulary learning of chinese college students. English Language Teaching. 2(4), 123-129. https://doi.org/10.5539/elt.v2n4p123 | ||
آمار تعداد مشاهده مقاله: 567 تعداد دریافت فایل اصل مقاله: 1,670 |