چکیده:
This paper attempted to study the vocabulary tasks of Persian writing textbooks used at primary schools (4th, 5th and 6th grades) based on lexical knowledge taxonomy. The research method of this paper is descriptive-analytic. At first, the vocabulary tasks of Persian writing textbooks were accounted and they were classified according to the taxonomy. The data has been analyzed by using SPSS. Results from the codification of explicit vocabulary tasks showed that the majority of vocabulary tasks in the writing textbooks have been allocated to the writing form aspect but the frequency of other aspects of vocabulary knowledge such as collocation is very low. In addition, allocating 80 percent of explicit vocabulary tasks to receptive tasks in comparison to only 20 percent of productive tasks shows that vocabulary task designing is unbalanced in the textbooks. However, these books have been designed to teach the writing skill which is a productive skill. The results of analytical statistics indicate that there is not a significant difference between different aspects of vocabulary knowledge in the textbooks, but the difference between the two kinds of vocabulary tasks in these books is significant. It is proposed that the vocabulary tasks of the textbooks should be corpus-based. In addition, different aspects of vocabulary knowledge should be realized in different kinds of textbooks’ vocabulary tasks to be exposed repeatedly by the students. Because repetition is an important factor in learning vocabulary. The findings of this study can be useful both to textbook designers and teachers.
خلاصه ماشینی:
In the present research as well, the vocabulary teaching exercises of Persian writing books for the second cycle of primary school are analyzed and categorized with more examples and details in line with the aforementioned studies and based on Nation's (2013) lexical classification, so that they can be analyzed in the following sections.
4. Research Method The vocabulary teaching exercises and activities of Persian writing books for the second cycle of primary school (fourth, fifth, and sixth grades) in the academic year 1399-1400 constitute the statistical population of the present research.
Chart (1) shows the frequency distribution of the designed activities for the three major dimensions of vocabulary knowledge (form, meaning, and use) in the fourth, fifth, and sixth-grade Persian writing books.
Frequency distribution of exercises in Persian writing books according to the three major dimensions of vocabulary knowledge )refer to the page image) As shown in the aforementioned chart, activities and exercises related to the dimension of word form account for the highest frequency and percentage of vocabulary learning exercises in all three textbooks, followed by exercises related to the dimensions of meaning and use.
05 indicates that, statistically, there is no significant difference between the different dimensions of vocabulary knowledge (form, meaning, and use) in the vocabulary learning exercises of Persian writing books across the three academic grades of the second cycle of primary school.
Therefore, the Persian writing books of the second cycle of primary school have acted uniformly in representing explicit vocabulary learning activities, considering the frequency of different dimensions of vocabulary knowledge (form, meaning, use).
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