The Effect of Phonological Loop on Iranian EFL Learners' Vocabulary Retention
سال انتشار: 1392
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 789
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شناسه ملی سند علمی:
TELT01_170
تاریخ نمایه سازی: 28 آذر 1392
چکیده مقاله:
The phonological-loop model as a significant theoretical description of verbal working memory explains that serial memory span should be inversely related to the articulatory duration and phonological similarity of verbal items in memorized sequences. Regarding this model, the present study was designed to see whether phonological loop has any significant impact on Iranian EFL learners' vocabulary retention. To do this, 48 intermediate EFL learners were selected based on their performance on Nelson proficiency test. They were randomly assigned into two equal groups in order to fulfill the purpose of the study. Two lists of words (containing 14 words) were selected that had been matched for their number of letters and frequency in order to test retention ability of learners. The list A included less frequent and more abstract words. The laptop computer and projector were also provided to present visually the word lists to learners. The first group received vocabulary items in list A, one by one, with 2 seconds time interval. They appeared in white color on a black background. The students were then asked to write down all the words they can recall in five minutes. The same procedure was done for list B. The second group of the study received similar instruction of two wordlists. The groups of study were experimented in two different classrooms. The results of paired-samples t-tests indicated that both groups of study recalled the second word lists better than the first word lists. Frequency and abstractness of the words positively affected their retention. The results of independent sample t-tests revealed that both groups of study had recalled two sets wordlists significantly different from each other. Generally, it was found that working memory can develop the phonological loop for visual modality as well as speech modality.
کلیدواژه ها:
نویسندگان
Zabih Ollah Javanbakht
Ministry of Education
Fateme Miri
Ministry of Education