آموزش تکنیک‌های عصبی-شناختی، چندرسانه‌ای، اجتماعی-فرهنگی و فراشناختی بر یادگیری و یادآوری واژگان زبان انگلیسی در یادگیرندگان زبان دوم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان شناسی تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران.

2 دانشیار، گروه روان‌شناسی تربیتی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران. رایانامه

3 دانشیار، گروه روان‌شناسی تربیتی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران.

چکیده

هدف پژوهش حاضر، بررسی تأثیر آموزش تکنیک‌های مبتنی بر نظریه‌های عصبی-شناختی، چندرسانه‌ای، اجتماعی-فرهنگی و فراشناختی در یادآوری و بازشناسی واژه‌های زبان انگلیسی در یادگیرندگان EFL بود. روش مورد استفاده نیمه‌آزمایشی از نوع پیش‌آزمون-پس‌آزمون با گروه گواه بود. جامعۀ آماری، کلیۀ زبان‌آموزان مؤسسه‌های آموزشی زبان انگلیسی شهر قم در سال 1400 بودند. انتخاب نمونۀ آماری از بین زبان‌آموزان پسر در دو آموزشگاه به‌صورت تصادفی انجام شد و 16 نفر در گروه آزمایش و 17 نفر در گروه گواه قرار گرفتند. برای گروه آزمایش، از تکنیک‌های آموزش تصویری-دیداری، روش چندحسی، چرخش دایره و داستان‌گویی و یادداشت‌برداری در 8 جلسۀ 45 دقیقه‌ای و برای گروه گواه روش تدریس عادی استفاده شد. داده‌های پژوهش با آزمون معلم‌ساخته، از دو گروه آزمایش و گواه جمع‌آوری شدند. تحلیل آماری کوواریانس و اسپلیت پلات به کمک نرم‌افزار SPSS نسخۀ 22 صورت گرفت. یافته‌ها نشان داد تکنیک‌های مبتنی بر حوزه‌های مطرح‌شده، بر افزایش میزان یادآوری و بازشناسی واژگان، هم به‌صورت بین‌گروهی و هم درون‌گروهی مؤثر هستند. براساس نتایج، استفاده از تکنیک‌ها اثر معناداری بر یادآوری و بازشناسی واژگان دارد.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Teaching Neurocognitive, Multimedia, Metacognitive, Socio-Cultural Techniques on Learning and Remembering English Words in Second Language Learners

نویسندگان [English]

  • Mojtaba Vahedian 1
  • Hasan Ali Veiskarami 2
  • Fazlullah Mirdrikvand 3
1 Department of Educational Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran.
2 Associate Professor, Department of Educational Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran.
3 , Department of Educational Psychology, Faculty of Literature and Humanities, Lorestan University, khorramabad, Iran.
چکیده [English]

The aim of this study was to investigate the effect of teaching techniques based on neurocognitive, multimedia, socio-cultural, metacognitive, neurocognitive, and multimedia theories on EFL learners’ ability to recall and identify English vocabulary. The semi-experimental method used was pre-test-post-test with a control group constituted the semi-experimental design. All pupils enrolled in English language educational institutions in Qom city in 2021 comprised the statistical population.The statistical sample for this study was comprised of male language learners from two institutions who were selected at random; sixteen experimental groups and 17 control groups were formed. In eight 45-minute sessions, the experimental group was instructed using visual/pictorial methods, the multi-sensory method, circle rotation, narration, and note-taking. In contrast, the control group received instruction using the standard method. Data for the study were obtained from both the experimental and control groups through the administration of a test developed by the instructors. The statistical analysis of covariance and split plot was conducted utilizing version 22 of the SPSS software. It was determined, following the analysis, that techniques based on the proposed domains increase the rate of recall and vocabulary recognition both within and between groups. The findings indicate that the implementation of strategies significantly impacts both the recall and recognition of vocabulary.
 
 

کلیدواژه‌ها [English]

  • Learning
  • Metacognitive
  • Multimedia
  • Neurocognitive
  • Socio-Cultural
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دوره 14، شماره 3
1402
صفحه 1-23
  • تاریخ دریافت: 24 آذر 1400
  • تاریخ بازنگری: 20 دی 1400
  • تاریخ پذیرش: 25 بهمن 1400
  • تاریخ اولین انتشار: 07 شهریور 1402
  • تاریخ انتشار: 01 مهر 1402