IR
T217
انگلیسی
IR
Task Effectiveness and Cognitive Involvement in Incidental Acquisition of Second Language Vocabulary
[Thesis]
/Davoud Amini
2013
Print
Ph.D. English Language Teaching
honored debate on relative effectiveness of extensive or intensive reading/listening in vocabulary development -level EFL administrators, curriculum developers and teacher educators in setting the conditions for a balanced mixture of cognitive, motivational and emotional engagement with the language learning tasks to promote SLA. Finally, emotionally and motivationally oriented pretasks can provide a breakthrough to the time-related motivation. The next implication of the current study addresses, in particular, the higher-related motivational strategies as suggested by Dornyei (2003). The dynamic nature of L2 motivation demands a micro perspective in order to take into account the specifications of classroom context that shape learners' task-specific and task-based language teaching is in urgent need to include a motivational element by adding situation-assisted language learning environment (CALL). Secondly, task- Young, 2009). As Swain (2011) reiterated emotion and cognition are interdependent and inseparable in second language learning. Therefore, material developers, methodologists and practitioners of SLA need to take into account the emotional component of language learning syllabi. The application of emotional involvement into a language learning activity is particularly practicable in computer& Sternberg, 2004). One explanation for the effectiveness of integrated emotional, motivational and cognitive engagement with task in leading to vocabulary gains with little attrition is provided by 'Flow Theory' (Csikszentmihalyi, 1990). Flow state is regarded as a heightened level of task engagement which occurs under certain conditions of task performance and learning situation (Egbert, 2003). In recent speculations, Dornyei (e.g., Dornyei, 2010) has proposed flow state as a major candidate for 'motivational conglomerates' which form a balanced combination of motivational, cognitive and emotional variables with regard to task behavior. Dornyei's idea on motivational conglomerates has opened up a new horizon in outlining a general picture of how motivational, cognitive and emotional determinants of task behavior interact with each other. These findings convey significant pedagogical implications to all those who are involved in SLA practice including material developers, methodologists, teachers and teacher educators. First of all, learners' emotional state during engagement with a language learning task can immensely affect the efficacy of the task in terms of learning outcomes (Garrett &term retention and ease of activation of target words with a lower level of decay rate. This finding is in line with theories in cognitive psychology that contend integrated functioning of cognitive, affective and motivational processes (Dai -term and long-term retention and ease of activation performances. Moreover, integrating the three intellectual involvement types through pretask intervention turned out to be effective in enhancing incidental vocabulary acquisition in terms of both short-term and long-comprehension activities in decreasing the cognitive load and enhancing language processing which, in turn, leads to better SLA achievements (Ajideh, 2006; Pulido, 2004, 2007a; Rahimpour, 2010). On the other hand, the statistical analyses for comparing the effects of three types of intellectual involvement depicted identical effects on all 4 dimensions of incidental vocabulary acquisition since no significant difference could be detected between the effects of emotional, motivational and cognitive engagement with task on short-Sergi, 2004). The facilitating role of cognitive involvement with the focused task, too, is in line with postulations on the constructive role of pre-related motivation (Manolopoulou- Young, 2009) , and provides further evidence for 'the Broaden and Build Theory' (Fredrickson, 1998, 2001). Also, the effectiveness of motivational involvement with the focused task in promoting incidental vocabulary acquisition corroborates the situated and dynamic nature of SLA motivation (Dornyei, 2010) and the crucial role of motivational strategies in heightening task& White, 2010; Garrett &term retention and ease of activation of the acquired words. The effectiveness of involving learners in positive affect is in line with the postulations in favor of a close relationship between learners' affective response to the second language learning situation and the cognitive processes involved in learning (e.g., Bown -based focused task. However, these three techniques lost their effectiveness concerning long-term retention and ease of activation of the words acquired from the engagement with the text-term gains in active and passive knowledge of target words. The results of multivariate analysis of covariance (MANCOVA) indicated that pretask activities involving emotional, motivational and cognitive engagement with the focused task turned out to be effective means of promoting short-term and long-task activities to a focused task designed to facilitate the acquisition and retention of target L2 words. Each type of intellectual involvement was administered in an instructional session to one of the study groups as the treatment. In addition a fourth group of learners received a combination of emotional, motivational and cognitive involvement activities as their treatment. Vocabulary tests of retention and ease of activation were administered immediately after the treatments and two weeks later to measure the short-listening task with L1 glosses provided for the target words within the text. The three types of involvement were applied as pre-while-focused tasks. The main purpose of the study was to investigate the impact of emotional, motivational and cognitive engagement (both separately and in integration with each other) with a vocabulary learning focused task on promoting the effectiveness of the task in incidental acquisition of L2 vocabulary. The general argument was that involving learners emotionally, motivationally and cognitively during different phases of engagement with the language learning task contributes to the enhancement of SL learning outcomes. In a quasi experimental, pretest posttest design, 131 Iranian B.A. students of English as a Foreign Language at the Islamic Azad University in Tabriz participated in the study in 5 study groups. The main task was a reading-mentioned areas of SLA is the concept of form-affective variables have not received the due attention from a pedagogical perspective (Schmitt, 2008). However, the researchers in TBLT have been able to introduce a versatile curriculum into the second language classroom in which both formal aspects of language and more individualistic determinants of L2 learning can simultaneously be attended to (Laufer, 2005). Therefore, the linking element in bringing together the three above-based language teaching and affectivity in language learning. In the dominant SLA practice, vocabulary acquisition has been typically considered as an individual career of L2 learners, and cognitive-The current thesis study attempted to bring together three traditionally independent areas in the SLA, i.e., L2 vocabulary acquisition, task.
Amini, Davoud
ایران
پایان نامهPE,1127,.A6T2,1392
Task Effectiveness and Cognitive Involvement in Incidental Acquisition of Second Language Vocabulary
محرمانه
فوق سری
Phd-Lit-English-8891121204-Amini-D-1392-1.pdf
17209796
پ قلیزاده
متن
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T217
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