On the Effects of Task Load Involvement on Iranian Intermediate EFL Learners Word Learning: Reading and writing Tasks vs. Translation Tasks


PhD Candidate islamic Azad university


Due to the fact that all language learners and teachers are aware of the fact that acquiring a second language involves a learning of the large number of vocabulary items, investigating how vocabulary is learned and what the best ways are to enhance effective acquisition have been important lines of investigation in the field of second language acquisition (SLA). The present study intended to compare the effect of enhancing the quality of vocabulary acquisition by reading, writing, and translation tasks with different degrees of involvement load. To this end, 60 intermediate third grade junior high school students were randomly assigned to four groups. In each group a task with a different level of involvement, including two different reading tasks, a writing task, and a translation task was instructed over a six-month period. The results of the descriptive statistics and one-way ANOVA revealed that the group with the highest involvement load task outperformed the other groups in terms of vocabulary acquisition, but the translation task even led to a greater performance in the post-test. These unique findings shed some light on the importance and the practicality of translation tasks in ESL contexts.


Article Title [Persian]

در مورد تاثیر میزان درگیری در وظایف ترجمه بر یادگیری واژگان زبان آموزان سطح متوسط زبان انگلیسی ایران: وظایف خواندن و نوشتن وظایف در مقابل وظایف ترجمه

Author [Persian]

  • سمانه یزدانی
دانشجوی دکتری زبان انگلیسی ، مدرس ترجمه دانشگاه آزاد اسلامی واحد شهرضا
Abstract [Persian]

با توجه به آگاهی زبان آموزان و معلمان از این واقعیت که فراگیری هر زبان دومی شامل یادگیری تعداد زیادی از واژگان است، بررسی چگونگی یادگیری واژگان و بهترین روش افزایش فراگیری موثر آن از جمله مهمترین زمینه های تحقیق در فراگیری زبان دوم (SLA) بوده است. مطالعه حاضر با هدف مقایسه تاثیر افزایش کیفیت فراگیری واژگان از طریق وظایف خواندن، نوشتن و وظایف ترجمه با درجات مختلف از میزان درگیری است. بدین منظور، 60  دانش آموزان سال سوم متوسطه با سطح زبانی متوسط ​​به طور تصادفی در چهار گروه قرار گرفتند. در هر گروه وظیفه ای با سطح متفاوتی از درگیری، از جمله دو وظیفه خواندن مختلف ، یک وظیفه نوشتن و یک وطیفه ترجمه  طی یک دوره شش ماهه آموزش داده شد. نتایج حاصل از آمار توصیفی و آنالیز واریانس یک طرفه نشان داد که گروهی با بالاترین میزان درگیری عملکرد چشمگیری نسبت به گروه های دیگر در فراگیری واژگان داشته ، اما وظیفه ترجمه حتی منجر به عملکرد بالاتری در آزمون پسین شده است. این یافته های منحصر به فرد به روشن شدن اهمیت و عملی بودن وظایف ترجمه در بافت یادگیری انگلیسی به عنوان زبان دوم اشاره دارد.

Keywords [Persian]

  • فراگیری زبان دوم
  • فراگیری واژگان
  • میزان درگیری
  • وظیفه
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