نوع مقاله: مقاله پژوهشی

نویسندگان

دانشگاه تربیت مدرس

چکیده

بر اساس مطالعات روانشناسی زبان، در پردازش و بازیافت لغت، آمادگی ادراکی، مفاهیم لغوی، کدگذاری نحوی، ویژگی‌های وندی، والگوهای آوایی مورد تاکید قرارگرفته اند. همچنین با در نظرگرفتن مطالعات پیشین، نظریاتی در مورد توالی و همزمانی سطوح پردازش لغت به لحاظ آوایی، وندی، نحوی، و معنایی مطرح ‌شده است، اما میزان تاثیرگذاری این سطوح در پردازش لغت مورد بررسی قرار نگرفته است. در این پژوهش که با مشارکت هشتاد و شش نفر دانشجوی مقطع کارشناسی زبان و ادبیات انگلیسی انجام گرفت، با استفاده از آزمون نامیدن تصویر به عنوان ابزاری شناختی، تفاوت‌های تاثیرگذاری سطوح پردازش لغت در بازیافت اسم و فعل در زبان دوم بررسی شد. بر اساس نتایج این پژوهش، در زبان دوم، پردازش اسامی بیشتر متاثر از سطح ادراک، و پردازش افعال بیشتر متاثر از سطح قاعده سازی می‌باشد. در نتیجه در آموزش اسامی به زبان انگلیسی، تاکید بر ویژگی‌های فیزیکی و خصوصیت ظاهری قابل مشاهده و در آموزش افعال تاکید بر خصوصیت‌های وندی به نحو معناداری یادگیری را تسهیل می کند. همچنین، اسامی مدت زمان بیشتری در حافظه باقی می‌ماند، ولی یادگیری ضمنی افعال در مقایسه با اسامی بیشتر می‌باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Differences in Contribution of Lexical Processing Levels in L2 Noun and Verb Processing and their Implications in English Language Teaching

نویسندگان [English]

  • Fatemeh Tabassi Mofrad
  • Reza Ghafar Samar
  • Ramin Akbari

چکیده [English]

Differences in Contribution of Lexical Processing Levels in L2 Noun and Verb Processing and their Implications in English Language Teaching
 
Fatemeh Tabassi Mofrad[1]
 
Reza Ghafar Samar[2]
 
Ramin Akbari[3]
 
 
Received: 2014/06/07
Accepted: 2015/04/06
 
 
Abstract
In psycholinguistic studies, with regard to cognitive models, conceptual preparation, lexical concepts, lemmas, morphemes, phonological words and phonetic patterns have been proposed as different levels of lexical processing. In previous studies, some theories have suggested the sequencing and the simultaneity of the processing modules; however, the contribution of each specific processing level has not been determined. In this study, with the participation of eighty-six undergraduate students of English Literature, picture naming task was used to determine the differences in contribution of lexical processing levels in second language (L2) noun and verb processing. According to this research, in L2, noun processing is mostly under the influence of the conceptualization stage and verb processing is mostly under the influence of the formulation stage. Therefore, it may be concluded that in language teaching, emphasizing the visual codes of concrete nouns and the morphological features of verbs, specifically facilitate learning. Moreover, with respect to the findings of this research, it may be proposed that nouns have longer retention in comparison with verbs; however, verbs are more subject to incidental learning.  
 
Keywords:
noun and verb Processing, lexical processing levels, picture naming task, English Language teaching, Learning
 



[1] PhD Candidate, Department of Applied Linguistics, Tarbiat Modraes University, Tehran, Iran, f.tabassimofrad@modares.ac.ir
 


[2] Associate Professor, Department of Applied Linguistics, Tarbiat Modraes University, Tehran, Iran, rgsamar@modares.ac.ir, ( Corresponding Author).


[3] Associate Professor, Department of Applied Linguistics, Tarbiat Modraes University, Tehran, Iran, akbari_r@modares.ac.ir
 
 

کلیدواژه‌ها [English]

  • Noun and Verb Processing
  • Lexical Processing Levels
  • Picture Naming Task
  • English language teaching
  • learning

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