نوع مقاله: مقاله پژوهشی

نویسندگان

دانشگاه الزهرا

چکیده

 
یادگیری واژگان زبان دوم: ریشه­شناسی یا واژه­های مترادف؟
 
الهه ستوده‌نما[1]
فرزانه سلگی[2]
تاریخ دریافت: 6/11/92
    تاریخ تصویب: 7/2/93          
چکیده
تجربة تدریس نشان می­دهد که گاه ریشه­شناسی می­تواند یادگیری واژگان زبان دوم را بهبود بخشد و بعضی اوقات دانستن واژه­های مترادف به افزایش دانش واژگانی زبان­آموزان کمک می­کند. از آنجا که این دو روش از روش­های متداول آموزش زبان هستند بنابراین موضوع این پژوهش ارزیابی نقش آموزش ریشه­شناسی در مقایسه با ارائة واژه­های مترادف آشنا در یادگیری واژگان می­باشد. از آنجا که میزان توانایی زبان­آموزان در استفاده از واژه­ها در فواصل مختلف زمانی پس از یادگیری از اهمیت بسزایی برخوردار است، تأثیر این دو روش بر حافظة کوتاه­­مدت و بلندمدت زبان­آموزان سطوح مختلف مهارت زبانیبررسی شد. شرکت­کنندگان 120 زبان‌آموز دانشگاه الزهرا(س) در تهران، ایران بودند. بر اساس نتایج آزمون PET، آنها به دو سطح مبتدی و پیشرفتة مهارت زبانی تقسیم شدند. واژگان از دو طریق ریشه­شناسی و ارائة واژه­های مترادف به آنها تدریس شد. نتایج این بررسی نشان­دهندة تأثیر قابل‌توجه ریشه‌شناسی واژه­ها در افزایش دانش واژگانی در حافظة کوتاه­مدت و بلندمدت زبان­آموزان سطح پیشرفتة مهارت زبانی است.
 
واژه‌های کلیدی: یادگیری واژگان زبان دوم، ریشه­شناسی، مترادف، سطح مهارت زبانی



[1]  دانشیار گروه زبان انگلیسی، دانشگاه الزهرا(س) (نویسندة مسئول)؛  esotoude@alzahra.ac.ir    


[2]  کارشناس ارشد آموزش زبان انگلیسی، دانشگاه الزهرا(س)؛ farzaneh_solgi@yahoo.com

کلیدواژه‌ها

عنوان مقاله [English]

Second language vocabulary learning: Etymology or synonymy?

نویسندگان [English]

  • Farzaneh Solgi
  • Elaheh Sotoudehnama

Alzahra University

چکیده [English]

The teaching experience shows that sometimes the etymology of words can enhance second language vocabulary learning and sometimes knowing the synonymous words help second language learners in improving their lexical knowledge. As these two are from among the most frequent ones, the major issue in this study is to evaluate the role of teaching etymologies in comparison with giving known synonyms of the words in learning the vocabulary. As the learners’ ability in using words after passing some time of learning is important, the effect of these two methods on short term and long term retention across different proficiency levels were investigated. The participants were 120 learners at Alzahra University in Tehran, Iran. Based on the results of PET test they were classified into two groups of elementary and advanced levels of language proficiency. They were taught the vocabulary items through etymology and synonym. The results demonstrated the mnemonic efficacy of etymology presentation at high level in both short and long term retention.

کلیدواژه‌ها [English]

  • L2 vocabulary learning
  • etymology
  • Synonym
  • Proficiency level

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