چکیده:
بسیاری از کتب آموزشی واژگان جدید را در قالب مجموعه کلماتی ارائه میدهند که از نظر معنایی به هم وابستهاند. با وجود این، پژوهشهای تجربی نشان میدهند که این نوع تدریس نه تنها باعث سهولت در روند یادگیری واژگان نمیشود بلکه ممکن است جریان آن را کندتر کند. پژوهش فرارو با هدف مقایسة تاثیر دو روش تدریس واژگان انجام شده است: تدریس واژگان مرتبط و تدریس واژگان بیارتباط. آزمودنیهای این پژوهش ٦٨ زبانآموز مبتدی یک موسسه آموزشی بودند. فرایند پژوهش در چارچوب یک طرح تحقیقاتی شبه تجربی و طی ٨ جلسة آموزشی انجام شد. در چهار جلسة آموزشی فراگیرندگان به روش اول و در چهار جلسة دیگر به روش دوم آموزش دیدند. مقایسة میزان اثربخشی روشها نشان داد که یادگیری واژگان در زمانی که کلمات غیر مرتبط آموزش داده شدهاند، به مراتب بهتر از زمانی بوده است که واژگان مرتبط تدریس شدهاند. یافتههای پژوهش موید این است که ارائة واژگان مرتبط در یک جلسة آموزشی باعث اختلال در فرایند یادگیری میشود و از میزان تاثیرگذاری آموزش میکاهد.Although educational materials often present new vocabulary in semantically clustered fashions, empirical investigations indicate that presenting words in semantically related groups seems not to facilitate but even to hinder the process of vocabulary learning. The present study was conducted to compare the relative effects of two methods of vocabulary presentation: semantically related words versus semantically unrelated words. The study was conducted as part of regular instruction, in a language institute on 68 elementary language learners, and lasted for eight sessions. A "presentation – practice – test" procedure was followed within a quasi-experimental research framework. Throughout the study the participants were taught four semantically-related and four semantically un-related sets of words. The results of eight series of vocabulary tests revealed that students’ performance in the semantically unrelated condition was significantly better. The findings suggest that presenting semantically related vocabulary items may cause interference in the process of word learning, at least at the proficiency level tested in this experiment.
خلاصه ماشینی:
"Vocabulary items were presented in a controlled procedure in terms of instruction and time to create two distinct study conditions for teaching semantically related and unrelated words.
Similarly, Finkbeiner and Nicol (2003) argue that cognitive interference is more likely due to repetitive activation of lexical entries within a semantically similar set of words In order to examine the effect of manner of presentation on students’ vocabulary retention, the researcher compared the students’ performance on tests of related words with that of unrelated words.
The finding of the study suggests that presenting new words to elementary learners in a semantically unrelated fashion, compared to a semantically related fashion, results in better vocabulary retention.
This finding is in line with the results reported in the literature (Erten & Tekin, 2008; Finkbeiner & Nicol, 2003; Papathanasiou, 2009; Tinkham, 1993; 1997; Waring, 1997; Wilcox & Medina, 2013), illustrating that grouping words in semantically similar sets impedes rather than facilitates the process of learning idiomatic meaning).
The results of these studies showed that the presentation of new vocabulary items to L2 learners in clusters of semantically and syntactically similar words impedes rather than facilitates learning.
This theory, thus, suggests that since vocabulary is organized in the mind into different word sets that are linked in meaning (Miller & Johnson-Laird, 1976), language instructors should present new vocabulary in semantically-related groups, to facilitate the process of learning.
The findings suggest that presenting semantically related vocabulary items may cause interference in the process of word learning, at least at the proficiency level tested in this experiment."