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گواهی نمایه سازی مقاله The Effect of Deliberate Vocabulary Acquisition on L2 Vocabulary Learning and Its Impact on Learners’ Writing Ability

عنوان مقاله: The Effect of Deliberate Vocabulary Acquisition on L2 Vocabulary Learning and Its Impact on Learners’ Writing Ability
شناسه (COI) مقاله: TELT01_144
منتشر شده در اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی در سال ۱۳۹۲
مشخصات نویسندگان مقاله:

Raziyeh Ghiyasi - Semnan Science and Research Branch, Islamic Azad University
Nafiseh Salehi - PhD

خلاصه مقاله:
In vocabulary learning, it is essential to have a perfect equality of both incidental and deliberate learning chance. Most of the learners in incidental learning focus on interpreting a message or communicating. They learn this type of vocabulary without any direct focus on it. However, another kind of learning, i.e. deliberate vocabulary learning also has an important role to play. Deliberate vocabulary learning involves paying attention to words and tries to learn them consciously. Learners are responsible for their own learning and they have control over their learning. Here, teacher's responsibility is to guide the learners to useful ways, clues, and strategies. The present study investigates the role of deliberate vocabulary acquisition on learning second language (L2) vocabularies and also its effects on learners' writing ability. A number of 18 female students participated in the current study. They all passed the institute entrance exam and had the same level of proficiency. The participants were randomly assigned into two groups to direct the study; the experimental and control groups. Both groups took part in the pre-test, in which 9 words were taken as target words and participants were asked to write the meanings of those words. Then the treatment started. It lasted around two weeks. The experimental group learned target words deliberately, by giving synonyms, showing flash cards, or sometimes a direct first language (L1) translation. After teaching words, participants were asked to write some paragraphs about the topics which were related to the taught parts. They were supposed to use target words in correct structures. The papers were collected during the next session and for each well-written correct sentence, a mark was assigned. The control group received some placebo treatment. They were asked to write about the same topic. Then a post-test was conducted and students were asked again to write the meanings of words in English. A pre-test, post-test, and sentence writing were used as instruments in the current study. Data analysis indicated that there is a modest improvement in post-test and sentence writing in experimental group, although it was weak. It is recommended that deliberate vocabulary learning be presented by teachers in classes, wherever it is possible and appropriate.

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