Iranian secondary School EFL Learners’ Attitude towards English Vocabulary Learning through SVP (Spiral Vocabulary Procedure)

سال انتشار: 1395
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 315

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شناسه ملی سند علمی:

ELSCONF04_417

تاریخ نمایه سازی: 19 خرداد 1396

چکیده مقاله:

This empirical study was carried out to observe classroom attitude towards vocabulary learning through Spiral Vocabulary Procedure in eighth grade students (age= 14-15) of Allameh-Amini secondary school in Semnan-Iran. The textbook was School’s English course book eighth grade. Based on normal schools’ management system two classes were defined randomly into two groups, A (Experimental Group) 33 students, and B (Control Group) 26 students. Then the experimental group underwent SVP, while the traditional method was used with the control one. The objective of this paper is to determine whether SVP which combines the Leitner Box System, meaningful learning, spacing effect, and spiral curriculum together will reflect on their attitudes and perceptions toward learning foreign language vocabulary or not. At very early stage to assure that the two groups were at the same level of proficiency, Nelson Proficiency Test was provided for them. Then, the teacher administered the pre-test. After implementing sessions of treatment, the two groups were post-tested through the immediate posttest (short-term recalling). Then after 15 days the delay-posttest was administered (long-term recalling). To achieve the aim of this study the researchers after implementing sessions of treatment, a questionnaire was used as an instrument for exploring learners’ attitudes toward SVP. Based on the Cronbach’s Alpha reliability of the questionnaire with 11 items and 33 participants was found to be .93 which shows a high reliability index. The findings show that all 11 items had a mean score above 4 which shows that all 33 students at least partly agreed with the items.

نویسندگان

Haniyeh Asadi

Department of English language and literature, Semnan University, Semnan, Iran

Aram Reza Sadeghy

Department of English language and literature, Semnan University, Semnan, Iran

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