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The Effects of Task Focus and Involvement Load on Idioms Recognition | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 7، دوره 8، شماره 4، دی 2021، صفحه 159-181 اصل مقاله (587.54 K) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2021.15357.1893 | ||
| نویسندگان | ||
Maryam Mousavi1؛ Abbas Ali Zarei   2؛ Saeideh Ahangari3
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| 1Department of English,Tabriz Branch, Islamic Azad University, | ||
| 2Imam Khomeini International University | ||
| 3Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| تاریخ دریافت: 19 اردیبهشت 1400، تاریخ بازنگری: 24 خرداد 1400، تاریخ پذیرش: 30 خرداد 1400 | ||
| چکیده | ||
| This study investigated the effects of form-focused and meaning-focused tasks with different involvement load indices on EFL learners' recognition of L2 idioms. To this end, a sample of 180 EFL learners (both male and female) in two language institutes was selected and randomly assigned into six groups. Form-focused tasks with involvement load 2 (Multiple-choice), 3 (Sentence-completion), 4 (Sentence-making) were used for three experimental groups, while meaning-focused tasks with involvement load 2 (Summary-writing), 3 (Writing with glossary), and 4 (Writing without glossary) were utilized for the other three groups. After the treatment, a 30-item test in multiple-choice format was administered to assess the participants' recognition of idioms. One two-way ANOVA and a series of independent-samples t-tests were run to process the collected data. The results indicated that the tasks with higher levels of involvement load were more effective on recognition of idioms. The results also showed that form-focused tasks were more efficient than meaning-focused tasks. Moreover, at involvement load of two, meaning-focused tasks were more beneficial than form-focused tasks, while form-focused tasks were more effective at higher involvement loads of three and four. The results of this study can have theoretical and pedagogical implications for language teachers, curriculum designers, and researchers. | ||
| کلیدواژه‌ها | ||
| Form-focused tasks؛ Idioms؛ Involvement Load؛ Meaning-focused tasks | ||
| عنوان مقاله [English] | ||
| تاثیرات تمرکز تکالیف و شاخص بار اشتغال فکری بر درک اصطلاحات زبان دوم | ||
| نویسندگان [English] | ||
| مریم موسوی1؛ عباسعلی زارعی2؛ سعیده اهنگری3 | ||
| 1گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد تبریز | ||
| چکیده [English] | ||
| این مقاله تاثیرات تکالیف متمرکز بر شکل و متمرکز بر معنی با شاخص های متفاوت بار اشتغال فکری بر درک اصطلاحات زبان دوم را بررسی نموده است. بدین منظور، نمونه ای متشکل از 180 زبان آموز خارجی انتخاب شدند و بطور تصادفی در شش گروه قرار گرفتند. تکالیف متمرکز بر شکل با بار اشتغال فکری 2 (چند گزینه ای)، 3 (تکمیل جمله)، 4 (جمله سازی) برای سه گروه آزمایشی مورد استفاده قرار گرفتند، در حالیکه تکالیف متمرکز بر معنی با بار اشتغال فکری 2 (خلاصه نویسی)، 3(نوشتن با واژه نامه)، 4(نوشتن بدون واژه نامه) برای سه گروه دیگر استفاده شدند. پس از بررسی، یک آزمون 30 بخشی در قالب چند گزینه ای جهت ارزیابی شناخت شرکت کنندگان از اصطلاحات اجرا گردید. یک ANOVA دو طرفه و یک سری از نمونه های مستقل آزمون های t جهت پردازش داده ها استفاده شدند. نتایج نشان دادند که تکالیف با سطح اشتغال فکری بالاتر در شناخت اصطلاحات موثرتر بودند. همچنین تکالیف نشان دادند که تکالیف متمرکز بر شکل، کار آمدتر از تکالیف متمرکز بر معنی بودند. بعلاوه، در بار اشتغال فکری دو، تکالیف متمرکز بر معنی از تکالیف متمرکز بر شکل سودمندتر بودند، در حالیکه تکالیف متمرکز بر شکل، در بار های اشتغال فکری بالاتر سه و چهار موثرتر بودند. نتایج این مطالعه می تواند پیامدهای نظری و آموزشی برای معلمان زبان، طراحان برنامه درسی و محققان داشته باشد. | ||
| کلیدواژه‌ها [English] | ||
| تکالیف متمرکز به شکل, اصطلاحات, بار اشتغال فکری, تکالیف متمرکز به معنی | ||
| مراجع | ||
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