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Models of Dynamic Assessment Affecting the Learning of English Lexical Collocations | ||
Journal of Language Horizons | ||
دوره 4، شماره 2 - شماره پیاپی 8، مهر 2020، صفحه 239-259 اصل مقاله (518.36 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2020.29463.1229 | ||
نویسندگان | ||
Abbas Ali Zarei* 1؛ Amin Khojasteh2 | ||
1Imam Khomeini International University, Qazvin, Iran. | ||
2MA, Imam Khomeini International University, Qazvin, Iran | ||
چکیده | ||
Given the importance of collocations, different attempts have been made to facilitate their learning. One such attempt has been the the application of dynamic assessment models. This study compared the effectiveness of three DA models including Budoff's Learning Potential measurement, Group Dynamic Assessment, and Intensive Mediated Learning Experience with conventional instruction on the learning of English lexical collocations. One hundred-twenty male students studying English at Allame Helli 5 High School were selected through convenience sampling. A researcher-made collocation comprehension test, containing 100 items, was used as the pre-test. The students were divided into four intact groups. Each group received a different treatment for 16 sessions. A multiple-choice test and a fill-in-the-blanks test, each consisting of 30 items, were used as the post-tests. Analysis of data using one way ANOVA showed that the Intensive-MLE model was more effective than the other models on both comprehension and production of English lexical collocations. The findings may have useful implications for teachers, students, instructional materials designers, and language assessors. | ||
کلیدواژهها | ||
Budoff's learning potential measurement؛ dynamic assessment (DA)؛ group dynamic assessment (G-DA)؛ intensive mediated learning experience (Intensive-MLE)؛ lexical collocations | ||
عنوان مقاله [English] | ||
مدلهای ارزیابی پویای موثر در فراگیری همآیندهای واژگانی انگلیسی | ||
نویسندگان [English] | ||
عباسعلی زارعی1؛ امین خجسته2 | ||
1دانشیار، گروه زبان انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه بینالمللی امام خمینی، قزوین، ایران | ||
2دانشآموختۀ کارشناسی ارشد آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه بینالمللی امامخمینی، | ||
چکیده [English] | ||
نظربه اهمیت همآیندهای واژگانی، تلاشهای گوناگونی برای یافتن راه آسانسازی یادگیری آنها انجام شدهاست. یکی از این تلاشها بهکارگیری مدلهای ارزیابی پویا است. در این پژوهش، اثربخشیِ سه مدل ارزیابی پویا شامل مدل اندازهگیری پتانسیل یادگیری بوداف، ارزیابی پویای گروهی و مدل تجربۀ یادگیری با مداخلۀ شدید بر یادگیری همآیندهای انگلیسی با آموزش عادی مقایسه شدهاست. به این منظور تعداد120 دانشآموز پسر دبیرستان علامهحلی 5 بهصورت نمونهگیری آسان انتخاب شدند. یک آزمون درک همآیندهای واژگانی که توسط پژوهشگران طراحی شده و شامل یکصد پرسش بود بهعنوان پیشآزمون مورداستفاده قرارگرفت. دانشآموزان به چهار گروه دستنخورده تقسیم شدند. سپس هریک از گروهها بهمدت 16 جلسه مورد آموزش متفاوت قرارگرفتند. یک آزمون چندگزینهای و یک آزمون پرکردن جایخالی، هریک شامل 30 پرسش، بهعنوان پسآزمون بهکارگرفتهشد. تحلیل دادهها بااستفادهاز فرآیند تحلیل واریانس یکسویه نشان داد که هم در درک و هم در تولید همآیندهای انگلیسی، مدل تجربۀ یادگیری با مداخلۀ فشرده، موثرتر از مدلهای دیگر است. یافتههای این پژوهش میتواند برای دانشآموزان، مدرسان، تهیهکنندگان مطالب درسی و نیز ارزیابان زبان کاربردهای سودمندی داشته باشد. | ||
کلیدواژهها [English] | ||
: اندازهگیری پتاسیل یادگیری بوداف, ارزیابی پویا, ارزیابی پویای گروهی, تجربۀ یادگیری با مداخلۀ فشرده, همآیندهای واژگانی | ||
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