چکیده:
Given the vital role that vocabulary plays in learning a language along with the fact that sense-induced emotions are noteworthy due to their influence on cognition, this study examined the impact of emotioncy-based language instruction on the long-term memory (LTM) vocabulary retention of Iranian EFL learners. To this end, 32 participants were selected based on their level of trait/state anxiety, working memory span, language proficiency, neophobia, and emotioncy towards the selected words to be instructed. Two weeks after the instruction session, the participants were given a retention test. To compare the mean scores of each participant exposed to the three emotioncy-based language instruction conditions (i.e., avolvement, exvolvement, and involvement), a one-way repeated measures ANOVA was employed. The results showed that the participants outperformed in recalling the words that were taught through the involvement level of the hierarchy of the emotioncy model in comparison to those taught through the exvolvement level as what is currently practiced in language classrooms. Finally, drawing on the concepts of emotioncy, emo-sensory quotient, embodied cognition, and multisensory learning, the study elaborates on the value of senses in evoking emotions conducive to cognition and memory enhancement. After all, the study suggests that senses act as the main gears that stimulate the evocation of certain emotions, and the resultant emotions shape cognition, resulting in better LTM retention of vocabulary items.
خلاصه ماشینی:
Emotioncy-Based Language Instruction: A Key to Enhancing EFL Learners' Vocabulary Retention Haniyeh Jajarmi 1, Reza Pishghadam 2* 1PhD Candidate English Language and Literature Department, the Faculty of Humanities, Ferdowsi University of Mashhad, Mashhad, Iran 2Professor English Language and Literature Department, the Faculty of Humanities, Ferdowsi University of Mashhad, Mashhad, Iran Received: 2018/12/06 Accepted: 2019/01/31 Abstract: Given the vital role that vocabulary plays in learning a language along with the fact that sense-induced emotions are noteworthy due to their influence on cognition, this study examined the impact of emotioncy-based language instruction on the long-term memory (LTM) vocabulary retention of Iranian EFL learners.
To this end, 32 participants were selected based on their level of trait/state anxiety, working memory span, language proficiency, neophobia, and emotioncy towards the selected words to be instructed.
Emotioncy-based language instruction tries to bridge the gap between a new word and its associated unknown world; thus, it is assumed that teachers can facilitate vocabulary learning by helping learners reach higher levels of emotioncy towards the instructed vocabulary items in EFL classrooms and enhance their LTM retention.
On the basis of this approach, they introduced the term emotioncy, via Emotion-Based Language Instruction (EBLI), as a significant feature that could control the salience of a vocabulary item for the purpose of teaching (Pishghadam & Shayesteh, 2016).
Given that emotions facilitate the efficient encoding and retrieval of information (Pekrun, 2014; Tyng, Amin, Saad, & Malik, 2017), this study examined emotioncy-based language instruction to find out the effect of sense-induced emotions, through emotionalizing learners toward a set of novel vocabulary items, on their LTM retention of the new words.