The Effect of Three Types of Task Engagement Activities on Incidental Acquisition of Second Language Vocabulary


Assistant Professor at Azarbaijan Shahid Madani University


Cognition, motivation and affect are the three dimensions of mental functioning, each having a share in determining learning processes including second language acquisition. Despite the extensive effort to explore cognitive processes involved in task performance within task-based language teaching research, the effect of task-related emotional and motivational states on learning achievements is a fairly unexplored area. The study reported here investigated the comparative effects of cognitive, emotional and motivational engagement with a reading-while-listening task on incidental acquisition of L2 vocabulary. The three types of task engagement strategies were applied as pretask activities to task procedure. Multivariate analysis of covariance and follow-up-analyses revealed an enhancing effect for all three types of task engagement activities on immediate post-tests. However, the enhancement was not observed for measurements on delayed post-tests as a result of the remarkable decay in retention and ease of activation scores. Moreover, the effects of the three types of pre-task involvements were not differential. The findings have implications for integrating emotional, motivational and cognitive elements to form-focused tasks aimed at facilitating second language acquisition.


Article Title [Persian]

تاثیر سه نوع تمرین درگیر کننده با فعالیت عمل-محور در فراگیری غیرعامدانه واژگان زبان دوم

Author [Persian]

  • داوود امینی
استادیار گروه زبان و ادبیات انگلیسی، دانشگاه شهید مدنی آذربایجان
Abstract [Persian]

شناخت، انگیزش و هیجان ابعاد سه گانه کارکرد ذهنی انسان را تشکیل می دهند که هریک سهم بسزایی در فرآیندهای یادگیری از جمله فراگیری زبان دوم دارند. علیرغم پژوهش هایی که در حوزه فراگیری زبان دوم به شیوه ی فعالیت-محور در زمینه­ی مطالعه­ی روندهای شناختی دخیل در عملکردهای زبانی فعالیت-محور صورت پذیرفته، نقش شرایط هیجانی و انگیزشی مرتبط با عملکرد­های فعالیت-محور در امر یادگیری زبان دوم حوزه ی کمتر بررسی شده­ای محسوب می شود. تحقیق حاضر به مطالعه­ی اثرات نسبی سه نوع درگیری شناختی، هیجانی و انگیزشی در حین انجام نوعی تمرین فعالیت-محور توأمان خواندن و شنیدار بر یادگیری تصادفی واژگان زبان دوم پرداخته است. راهکارهای آموزشی به­کار رفته در این پژوهش جهت پیاده نمودن سه نوع درگیری فوق الذکر در مرحله پیش از انجام تمرین فعالیت-محور اجرا گردید. تحلیل های آماری نشان از تاثیرگذاری مثبت هرسه نوع درگیری فعالیت-محور بر عملکرد فراگیران در به خاطر سپاری و به­کارگیری واژگان هدف در پس آزمون اول ( بلافاصله پس از انجام فعالیت) داشت. لکن چنین تاثیری در پس آزمون تاخیری مشاهده نگردید که بیانگر افت قابل ملاحظه آموخته های تصادفی واژگان پس از گذشت زمان کوتاه سه هفته ای است. بعلاوه تفاوت معنا داری در میزان اثرگذاری سه نوع درگیری فعالیت-محور مشاهده نگردید. یافته های تحقیق حامل توصیه های آموزشی در جهت افزودن عناصر هیجانی، انگیزشی و شناختی به تمرینات فعالیت-محورِ متضمن صورت زبانی در جهت تسهیل امر فراگیری زبان دوم است.

Keywords [Persian]

  • فراگیری تصادفی واژگان
  • درگیری فعالیت محور
  • انگیزش
  • هیجان
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