Does Consciousness Raising Task Promote EFL Learners’ Recall and Retention of Collocations? | ||
| Journal of Studies in Language Learning and Teaching | ||
| مقاله 2، دوره 2، شماره 1، اردیبهشت 2025، صفحه 15-35 اصل مقاله (826.92 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22034/jsllt.2025.20960.1027 | ||
| نویسندگان | ||
| Hossein Isaee* 1؛ Hamed Barjesteh2 | ||
| 1Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran | ||
| 2Islamic Azad University, Toirbat Heidariyeh Branch, Torbat-e Heydariyeh, Iran | ||
| چکیده | ||
| This research aimed to explore the effects of consciousness-raising tasks on the ability of Iranian intermediate EFL learners to recall and retain collocations. The study examined 60 female students, aged 18 to 25, who were selected from a language school in Tehran, Iran, and were similar in language proficiency. The experimental and control groups were randomly assigned, with 30 learners each. Initially, they were given a test of collocations as a pretest to ensure that both groups had equal knowledge of collocations. The treatment group received corrective feedback while the control group received the same instruction without feedback. After an eight-week treatment period, both groups were tested on their ability to recall collocations with an immediate post-test. One month later, the researchers gave the experimental group a delayed posttest to see how well they retained the learned grammatical collocations. According to the analysis of the immediate and delayed post-test data, it was found that the experimental group outperformed the control group in the post-test as they showed a significant improvement in recalling collocations. Moreover, the results revealed that learners’ retention of collocations is not affected by time, indicating that C-RTs enable retrieval during comprehension and retention. Furthermore, the participants in the experimental group were required to express their thoughts and feelings regarding the effectiveness of consciousness-raising techniques used during the treatment. The responses were analyzed, and categorized, and the most prominent ones were reported. The findings can help learners and practitioners develop appropriate learning behaviors. | ||
| کلیدواژهها | ||
| Consciousness raising tasks؛ EFL learners؛ Recall of collocations؛ Retention of collocations | ||
| عنوان مقاله [English] | ||
| آیا فعالیتهای افزایش آگاهی فراگیران زبان انگلیسی را به یادآوری و حفظ کلمات همنشین ارتقا می دهد؟ مطالعه ای در کشور ایران | ||
| نویسندگان [English] | ||
| حسین عیسایی1؛ حامد برجسته2 | ||
| 1دانشکده زبان و ادبیات انگلیسی، واحد آیت الله آملی، دانشگاه آزاد اسلامی، آمل، ایران | ||
| 2دانشگاه آزاد اسلامی، واحد تربت حیدریه، تربت حیدریه، ایران | ||
| چکیده [English] | ||
| این پژوهش با هدف بررسی تأثیر تکالیف افزایش آگاهی(C-RT) بر توانایی زبان آموزان ایرانی زبان انگلیسی متوسطه در به یاد آوردن و حفظ کلمات همنشین انجام شد. این مطالعه 60 دانشآموز دختر 18 تا 25 ساله را که از یکی از آموزشگاههای زبان در تهران انتخاب شده بودند و از نظر مهارت زبانی مشابه بودند مورد بررسی قرار داد. گروههای آزمایش و گواه هر کدام 30 نفر بهطور تصادفی انتخاب شدند. در ابتدا، برای اطمینان از اینکه هر دو گروه دانش یکسانی از همآهنگی دارند، به عنوان پیشآزمون، آزمونی از collocations داده شد. گروه درمان بازخورد اصلاحی دریافت کردند در حالی که گروه کنترل همان دستورالعمل را بدون بازخورد دریافت کردند. پس از یک دوره درمانی هشت هفته ای، هر دو گروه در مورد توانایی آنها در یادآوری همنوایی ها با یک پس آزمون فوری مورد آزمایش قرار گرفتند. یک ماه بعد، محققان به گروه آزمایش یک پسآزمون تاخیری دادند تا ببینند تا چه حد ترکیبهای دستوری آموختهشده را حفظ کردهاند. با توجه به تجزیه و تحلیل دادههای پسآزمون فوری و تأخیری، مشخص شد که گروه آزمایش در پسآزمون نسبت به گروه کنترل بهتر عمل کردند، زیرا بهبود قابلتوجهی در یادآوری هممکانها نشان دادند. علاوه بر این، نتایج نشان داد که حفظ هممجموعههای یادگیرنده تحت تأثیر زمان قرار نمیگیرد، که نشان میدهد که C-RT بازیابی را در طول درک و حفظ امکانپذیر میسازد. همچنین از شرکت کنندگان در گروه آزمایش خواسته شد تا افکار و احساسات خود را در رابطه با اثربخشی تکنیک های افزایش هوشیاری مورد استفاده در طول درمان بیان کنند. پاسخ ها تجزیه و تحلیل و دسته بندی شدند و برجسته ترین آنها گزارش شد. یافته ها می تواند به یادگیرندگان و معلمین زبان انگلیسی در ایجاد رفتارهای یادگیری مناسب کمک کند. | ||
| کلیدواژهها [English] | ||
| وظایف افزایش آگاهی, فراگیران زبان انگلیسی, یادآوری کلمات همنشین, حفظ کلمات همنشین | ||
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