دانشگاه الزهرا

  اخبار و اعلانات

 آمار

تعداد نشریات25
تعداد شماره‌ها935
تعداد مقالات7,686
تعداد مشاهده مقاله12,532,262
تعداد دریافت فایل اصل مقاله8,906,529
Mohammadi, Vali, Mohit, Narjes. (1400). Student and Teacher Attitude Toward Using Concordancing in Learning and Teaching Preposition Collocations: Issues and Options. جلوه هنر, 5(2), 139-166. doi: 10.22051/lghor.2020.31656.1316
Vali Mohammadi; Narjes Mohit. "Student and Teacher Attitude Toward Using Concordancing in Learning and Teaching Preposition Collocations: Issues and Options". جلوه هنر, 5, 2, 1400, 139-166. doi: 10.22051/lghor.2020.31656.1316
Mohammadi, Vali, Mohit, Narjes. (1400). 'Student and Teacher Attitude Toward Using Concordancing in Learning and Teaching Preposition Collocations: Issues and Options', جلوه هنر, 5(2), pp. 139-166. doi: 10.22051/lghor.2020.31656.1316
Mohammadi, Vali, Mohit, Narjes. Student and Teacher Attitude Toward Using Concordancing in Learning and Teaching Preposition Collocations: Issues and Options. جلوه هنر, 1400; 5(2): 139-166. doi: 10.22051/lghor.2020.31656.1316

Student and Teacher Attitude Toward Using Concordancing in Learning and Teaching Preposition Collocations: Issues and Options

Journal of Language Horizons
مقاله 7، دوره 5، شماره 2 - شماره پیاپی 10، مهر 2021، صفحه 139-166    اصل مقاله (752.18 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2020.31656.1316
نویسندگان
Vali Mohammadi* 1؛ Narjes Mohit2
1Assistant Professor, English Department, University of Mohaghegh Ardabili, Ardabil, Iran
2MA in TEFL, English Department, University of Mohaghegh Ardabili, Ardabil, Iran.
چکیده
The present study explored the effectiveness and efficacy of concordance-based instruction on learning and using proposition collocations (PCs) by Iranian EFL learners. Furthermore, we explored the instructional issues involved from both students and the teacher's perspectives. To this end, 60 homogeneous intermediate EFL learners participated in the study as the two thirty-subject groups of experimental and control. A researcher-made test on PCs was administered as the pretest to make sure that the learners’ knowledge of PCs was approximately equal. Two parallel versions of the pretest were administered, in turn, as the immediate and delayed posttests with the aim of evaluating the possible effect(s) of eight sixty-minute treatment sessions. The results of a repeated-measures ANOVA revealed a significant difference between the performance of the experimental group and control group from the immediate to the delayed posttests. Also, the effect for the interaction of time and group was significant. At the end of the study, a 20-item questionnaire was administered to elicit participants’ attitudes towards using concordancing to learn PCs. The results revealed that almost all respondents expressed positive attitudes towards learning PCs through concordancing, although some participants faced some practical or technical difficulties while using this technology. We also surveyed the teacher’s attitude towards concordance-based PC instruction via an interview, proposing further issues and options for the classroom teaching practice. Lastly, the implications of the study for language teaching and applied linguistics are discussed.
کلیدواژه‌ها
concordancing؛ grammatical collocations؛ lexical collocations؛ preposition؛ preposition collocations (PCs)
عنوان مقاله [English]
نگرش دانش آموزان و معلم زبان نسبت به استفاده از واژه یاب در یادگیری و تدریس هم آیی حروف اضافه: مسائل و پیشنهادات
نویسندگان [English]
والی محمدی1؛ نرجس محیط2
1استادیار گروه زبان انگلیسی، دانشگاه محقق اردبیلی، اردبیل، ایران
2کارشناس ارشد، گروه زبان انگلیسی، دانشگاه محقق اردبیلی، اردبیل، ایران
چکیده [English]
پژوهش حاضر به واکاوی تأثیرگذاری و اثربخشی تدریس واژه‌یاب بنیاد بر یادگیری و استفاده از باهم‌آیی حروف اضافه به وسیلة زبان‌آموزان ایرانی پرداخته‌است. افزون بر این، مسائل آموزشی آن را از دیدگاه دانش‌آموزان و معلم مورد کنکاش قرار دادیم. به این منظور، 60 زبان آموز ‌سطح متوسط همگونِ زبان دوم در قالب دو گروه 30 نفره‌ای  هدف و کنترل در مطالعه شرکت کردند. یک آزمون محقق‌ساخته درباره باهم‌آیی حروف اضافه به عنوان پیش‌آزمون، برای اطمینان از اینکه دانش باهم‌آیی حروف اضافه زبان‌آموزان تقریباً برابر باشد، برگزار گردید. سپس، دو نسخة موازی پیش‌آزمون، به عنوان پس‌آزمون‌های بلافصل و تأخیردار با هدف ارزیابی تأثیر(های) احتمالی هشت جلسه شصت دقیقه ای اجرا شد. یافته‌های آزمون تحلیل واریانس اندازه‌گیری‌های‌ مکرر تفاوت معناداری را بین نتایج گروه آزمایش و گروه کنترل از پس‌آزمون‌های پیوسته تا تأخیری نشان داد. همچنین، تأثیر متقابل زمان و گروه معنادار بود. در پایان پژوهش، یک پرسش‌نامة  بیست‌ماده‌ای به کار گرفته شد تا نگرش شرکت‌کنندگان نسبت به استفاده از واژه‌یاب برای یادگیری باهم‌آیی حروف اضافه به دست آید. یافته‌ها نشان داد که تقریباً همه پاسخ‌دهندگان نسبت به یادگیری باهم‌آیی حروف اضافه از طریق واژه‌یابی نگرش مثبتی داشتند، اگرچه برخی شرکت‌کننده‌ها با دشواری‌های فناوری یا تمرینی در هنگام بهره‌گیری از این فناوری روبه‌رو ‌شدند. همچنین نگرش معلم نسبت به آموزشِ باهم‌آییِ حروف اضافة مبتنی بر واژه‌یاب را با مصاحبه مورد بررسی قرار دادیم که به مسائل و امکان‌های بیشتری برای تمرین آموزش کلاسی اشاره داشت. سرانجام، کاربردهای این تحقیق برای بررسی آموزش زبان و زبان‌شناسی کاربردی مورد بحث قرار گرفت.
کلیدواژه‌ها [English]
واژه‌یاب, باهم‌آیی‌های دستوری, باهم‌آیی واژگانی, حرف اضافه, باهم‌آیی حروف اضافه
مراجع
  1. Aliponga, J. (2013). What do EFL students think and feel about concordancing? Academic Journal of Interdisciplinary Studies, 2(1), 11-20. https://doi.org/10.5901/ajis/2013.v1n2p11
  2. Bahrani, T., & Tam, S. S. (2013). Authentic language input for language learning in EFL/ESL contexts. The International Journal of Language Learning and Applied Linguistics World, 3(2), 67-72. https://doi.org/10.1177/2158244014550611
  3. Baker, P., Hardie, A., & McEnery, T. (2006). A glossary of corpus linguistics. Edinburgh University Press.
  4. Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191-205. https://doi.org/10.1016/j.jslw.2005.08.001
  5. Boulton, A. (2010). Data-driven learning: Taking the computer out of the equation. Language Learning, 60(3), 534-572. https://doi.org/10.1111/j.1467-9922.2010.00566
  6. Boulton, A. (2017). Data-driven learning and language pedagogy. In S. L. Thorne & M. Stephen (Eds.), Language education and technology (pp. 181-192). Springer.
  7. Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 1-46. https://doi.org/ 10.1111/lang.12224
  8. Chodorow, M., Gamon, M., & Tetreault, J. (2010). The utility of article and preposition error correction systems for English language learners: Feedback and assessment. Language Testing, 27(3), 419-436. https://doi.org/10.17507/tpls.0602.01
  9. Chujo, K., Kobayashi, Y., Mizumoto, A., & Oghigian, K. (2016). Exploring the effectiveness of combined web-based corpus tools for beginner EFL DDL. Linguistics and Literature Studies, 4(4), 267-274. https://doi.org/10.13189/11s.2016.040404
  10. Darus, S., & Ching, K. H. (2009). Common errors in written English essays of form one Chinese students: A case study. European Journal of Social Sciences, 10(2), 242-253. http://www.academia.edu/368278/Common_Errors_in_Written_English_Essays_of_Form_One_Chinese_Students_A_Case_Study
  11. Darus, S., & Subramaniam, K. (2009). Error analysis of the written English essays of secondary school students in Malaysia: A case study. European Journal of Social Sciences, 8(3), 483-495. https://www.academia.edu/244617/Error_analysis_of_the_written_English_essays_of_secondary_school_students_in_Malaysia_A_case_study
  12. Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2), 130-144.        https://doi.org/10.1080/09588221.2013.803982
  13. Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3-32. https://doi.org/10.1111/467-9922.53222
  14. Flowerdew, J. (1996). The power of CALL. In M. C. Pennington (Ed.), Concordancing in language learning (pp. 97-113). Athelstan.
  15. Geluso, J., & Yamaguchi, A. (2014). Discovering formulaic language through data-driven learning: Student attitudes and efficacy. ReCALL, 26(2), 225-242. https://doi.org/10.1017/S0958344014000044
  16. Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97-118. https://doi.org/10.1017/S0261444807004144
  17. Huang, L. S. (2011). Corpus-aided language learning. ELT Journal, 65(4), 1-4. https://doi.org/10.1093/elt/ccr031
  18. Huang, Z. (2014). The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL, 26(2), 163-183. https://doi.org/.1017/S0958344014000020
  19. Kheirzadeh, S., & Marandi, S. (2014). Concordancing as a tool in learning collocations: The case of Iranian EFL learners. Social and Behavioral Sciences, 98(1), 940-949. https://doi.org/10.1016/j.sbspro.2014.03
  20. Koosha, M., & Jafarpour, A. A. (2006). Data-driven learning and teaching collocation of prepositions: The case of Iranian EFL students. The Asian EFL Journal, 8(4), 192-209. https://www.asian-efl-journal.com/main-editions-new/data-driven-learning-and-teaching-collocation-of-prepositions-the-case-of-iranian-efl-adult-learners/index.htm
  21. Kulsitthiboon, S., & Pongpairoj, N. (2018). Cooperative corpus consultation for acquisition of adjective+preposition collocations. Journal of Language Studies, 18(3), 57-72. https://doi.org/10.17576/gema-2018-1803-04
  22. Lam, Y. (2009). Applying cognitive linguistics to teaching the Spanish prepositions por and para. Language Awareness, 18(1), 2-18. https://doi.org/10.1080/09658410802147345
  23. Lin, M. H., & Lee, J. Y. (2015). Data-driven learning: Changing the teaching of grammar in EFL classes. ELT Journal, 69(3), 264-274. https://doi.org/10.1093/elt/ccv010
  24. Lindstromberg, S. (1996). Prepositions: Meaning and method. ELT Journal, 50(3), 225-236. https://doi.org/10.1093/elt/50.3.225
  25. Lindstromberg, S. (2010). English prepositions explained (2nd ed.). John Benjamins.
  26. Lokeman Loke, D., Ali, J., & Anthony, N. N. (2013). A corpus-based study on the use of preposition of time ‘on’ and ‘at’ in argumentative essays of form 4 and for 5 Malaysian students. English Language Teaching, 6(9), 128-135. https://doi.org/10.5539/elt.v6n9p128
  27. Lorincz, K., & Gordon, R. (2012). Difficulties in learning prepositions and possible solutions. Linguistic Portfolios, 1(14), 1-5.   https://repository.stcloudstate.edu/stcloud_ling/vol1/iss1/14
  28. Maley, A. (2011). Squaring the circle–reconciling materials as constraint with materials as empowerment. In B. Tomlinson (Ed.), Materials development in language teaching (2nd ed., pp. 370-402). Cambridge University Press.
  29. McKenzie, J. (2000). Beyond technology: Questioning, research and the information literature school. FNO Press.
  30. Mueller, C. M. (2011). English learners’ knowledge of prepositions: Collocational knowledge or knowledge based on meaning? System, 39(4), 480-490.    https://doi.org/10.1016/j.system.2011.10.012
  31. Mukherjee, J. (2002). Korpuslinguistik und Englischunterricht: Eine Einführung [Corpus linguistics and English lessons: An introduction]. Peter Lang.
  32. Mukherjee, J. (2004). Bridging the gap between applied corpus linguistics and the reality of English language teaching in Germany. In U. Connor & T. Upton (Eds.), Applied corpus linguistics: A multi-dimensional perspective (pp. 239-250).  Rodopi.
  33. Murray, A. (2010). Empowering teachers through professional development. English Teaching Forum, 1, 2-11. https://eric.ed.gov/?id=EJ914883
  34. Owu-Ewie, C., & Williams, R. (2017). Grammatical and lexical errors in students’ English composition writing: The case of three senior high schools (SHS) in the central region of Ghana. Sino-US English Teaching, 14(3), 463-482. https://doi.org/10.17265/1539-8072/2017.08.001
  35. Ӧzbay, A. S., & Olgun, O. (2017). The application of DDL for teaching preposition collocations to Turkish EFL learners. International Journal of Research in Teacher Education, 8(3), 1-10. https://ijrte.penpublishing.net/makale/389
  36. Reppen, R. (2011). Using corpora in the language classroom. In B. Tomlinson (Ed.), Materials development in language teaching (2nd ed., pp. 37-50). Cambridge University Press.
  37. Rezaee, A. A., Marefat, H., & Saeedakhtar, A. (2014). Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing. Computer Assisted Language Learning, 28(6), 1-18. https://doi.org/10.1080/09588221.2014.889712
  38. Saeedakhtar, A., Bagerin, M., & Abdi, R. (2020). The effect of hands-on and hands-off data-driven learning on low-intermediate learners’ verb-preposition collocations. System, 91, 1-14. https://doi.org/10.1016/j.system.2020.102268
  39. Saeedakhtar, A., & Seyedasgari, S. (2018). The role of concordancing and output in developing the collocational competence. Language Horizons, 2(2), 9-29. https://doi.org/10.22051/lghor.2019.25406.1105
  40. Saravanan, J. (2014). The use of English prepositions: An empirical study. Journal of NELTA, 19(1-2), 158-167.
  41. Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge University Press.
  42. Sinclair, J. (1991). Corpus, concordance, collocation. Oxford University Press.
  43. Stevens, V. (1995). Concordancing with language learners: Why? When? What? CAELL Journal, 6(2), 2-10. http://vancestevens.com/papers/archive/1995caell-concordancing1mb.pdf
  44. Taiwo, R. (2001). Lexico-semantic relations errors in senior secondary school students’ writing. Nordic Journal of African Studies, 10(3), 366-373. http://www.njas.helsinki.fi/pdf-files/vol10num3/taiwo.pdf
  45. Thurstun, J., & Candlin, C. (1998). Concordancing and the teaching of the vocabulary of academic English. English for Specific Purposes, 17(3), 267-280. https://doi.org/10.1016/S0889-4906(97)00013-6
  46. Tomlinson, B. (2011). Introduction. In B. Tomlinson (Ed.), Materials development in language teaching (2nd ed., pp. 1-31). Cambridge University Press.
  47. Vannestăl, M. E., & Lindquist, H. (2007). Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course.  ReCALL, 19(3), 329-350. https://doi.org/10.1017/S0958344007000638
  48. Vyatkina, N. (2016). Data-driven learning of collocations: Learner performance, proficiency, and perceptions. Language Learning & Technology, 20(3), 159-179. http://llt.msu.edu/issues/october2016/vyatkina.pdf
  49. Willis, J. (2011). Concordances in the classroom without a computer: Assembling and exploiting concordances of common words. In B. Tomlinson (Ed.), Materials development in language teaching (2nd ed., pp. 51-77). Cambridge University Press.
  50. Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13(4), 257-283. https://doi.org/10.1016/j.jslw.2004.06.002
آمار
تعداد مشاهده مقاله: 568
تعداد دریافت فایل اصل مقاله: 352


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب