6187

6187

تاثير سطوح متن گذاري بر روي عملكرد توليدي لغات زبان آموزان ايراني

پايان نامه كارشناسي ارشد جهت دريافت مدرك آموزش زبان

آموزش زبان انگليسي

اسفند ماه 1383

اسفند ماه 1383

خانم دكتر شهين واعظي

دكتر ميرمحمود طباطبائي

Abstract The fundamental purpose of the study was to investigate whether the levels of contextualization have any effect on the productive vocabulary knowledge of EFL learners. In addition, the present study tried to find whether there is any meaningful difference between the receptive and productive vocabulary performance of the learners. Having administered an English proficiency test (PET) to 82 students, the researcher found 60 of them qualified for this project. After that, the participants were randomly selected into three groups of 20. Each group received the instruction of 218 English content words through de-contextualizing, semi-contextualizing and fully contextualizing techniques respectively. All these words were randomly and proportionally selected from the participants’ text books revealed to be unknown through a vocabulary knowledge scale (VKS) before the treatment. The treatment lasted for sixteen sessions for each group on the whole. After the treatment, a vocabulary c-test and also an MC vocabulary test was designed to measure participants’ vocabulary knowledge. The former assumed to measure the productive vocabulary knowledge was validated with the Nation’s c-test and showed the correlation of 0.778. Similarly, the latter assumed to measure the receptive vocabulary knowledge was validated with the Michigan Test and showed the correlation of 0.792. After administration, the results of the one way ANOVA proved that only full contextualization has a notable effect on the productive vocabulary performance of the participants while the effect of decontextualization and semi-contextualization were not statistically significant. Therefore, the first null hypothesis was safely rejected. In addition, with the calculation and analysis of the receptive scores of the participants, Repeated Measures of analysis showed that there is a significant difference between the receptive and productive performance of the learners. The implication is that we were safely entitled to reject the second null hypothesis, too. In addition, the results of this analysis also indicated that there is no interaction effect between the independent variable i.e. levels of contextualization, and the dependent variable i.e. receptive and productive vocabulary performance. Needless to say, the findings of this test demonstrated that all groups have performed better on the receptive test than the productive one. It was finally concluded if we are interested in improving learners’ productive vocabulary performance, it’s better to defend teaching words through full contextualization.