Acquisition of French Polysemous Vocabularies: Schema-based Instruction versus Translation-based Instruction

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Porta Linguarum Pub Date : 2012-01-12 DOI:10.30827/DIGIBUG.31954

Ebrahim Khodadady, M. S. Khaghaninizhad

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引用次数: 8

Abstract

This study attempted the effectiveness of two types of vocabulary instruction (i.e. schema-based instruction (SBI) and translation-based instruction (TBI) on the acquisition of second language words. Inspired by intact group design, fourty- nine intermediate Iranian learners of French were divided into three groups; two experimental groups (SBI and TBI) and a control group. The experimental groups were given 30 minutes of instruction on the target words, namely the verb arriver and the preposition sur. In order to examine the effectiveness of the focused instructions, an acceptability judgment test and a production test were administered prior to instruction as the pre-tests, two days after the instruction the first post-test and two weeks after the instruction the second post-test were given. The results showed that SBI tended to be as effective as TBI for acceptability judgment test and drastically more influential for production test. This study suggests that schema-based techniques derived from cognitive semantics can serve as an extremely promising pedagogical devise in teaching L2 vocabularies.

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法语多义词汇习得:图式教学法与翻译教学法

本研究尝试了两种类型的词汇教学(即基于图式的教学(SBI)和基于翻译的教学(TBI))对二语词汇习得的效果。采用完整分组设计，将49名中级伊朗法语学习者分为三组;两个实验组(SBI和TBI)和一个对照组。实验组接受30分钟的目标词指导，即动词arriver和介词sur。为了检验重点指令的有效性，在指令前进行可接受性判断测试和生产测试，作为预测试，在指令后两天进行第一次后测试，在指令后两周进行第二次后测试。结果表明，SBI在可接受性判断测试中的效果与TBI相当，而在生产测试中的影响则明显大于TBI。本研究表明，基于认知语义学的图式技术在二语词汇教学中具有广阔的应用前景。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Porta Linguarum Social Sciences-Education

CiteScore

1.70

自引率

16.70%

发文量

期刊介绍： PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning: - The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc. - The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc. - The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc. - Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc. - Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.