概念导图、论证导图和思维导图对六年级学生词汇生成的影响

Flora Keysan, Vahid Norouzi Larsari
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摘要

词汇是提高英语知识水平的重要因素,运用有效、新颖的词汇学习策略有助于促进学习者的词汇生成。本研究的目的是提出映射技术,如概念映射、论点映射和思维导图作为创新策略,以增加学生的词汇量。关于概念映射、论点映射和思维导图技术的影响已经进行了几项研究,但没有明显的理解这些策略中的任何一种优于其他策略。本研究旨在探讨选择的学习技巧对六年级学生词汇量产生的影响。为此,选取了在伊朗德黑兰英语学校就读的90名女学生(6年级),分为3个实验组。每一组随机接受一种选择的技术。在教学结束时,进行了一项以填空形式设计的后测来评估学生的词汇量。采用单因素方差分析方法对所得结果进行分析。结果显示,概念图、论点图和思维图三组间的差异有统计学意义。那些使用概念图和思维导图技术的参与者比使用论点图技术的同学表现得更好。值得注意的是,学习者、教师和教材的设计者都可以从这项研究的发现中受益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effects of Concept Mapping, Argument Mapping and Mind Mapping on 6th Graders’ Vocabulary Production
As vocabulary is an important element in enhancing English knowledge, utilizing effective and novel vocabulary learning strategies help foster learners’ vocabulary production. The aim of this study is to present mapping techniques such as concept mapping, argument mapping, and mind mapping as innovative strategies to increase students’ vocabulary production. Several studies have been carried out on the impacts of concept mapping, argument mapping, and mind mapping techniques but there is no obvious comprehension of the supremacy of any of these strategies over the others. The present study investigated the impacts of the selected techniques on vocabulary production of 6th Graders. To this end, 90 female students (6th graders) studying in an English institute in Tehran, Iran were selected and categorized into three experimental groups. Each of these groups received one of the chosen techniques randomly. At the end of the instructional sessions, one post-test designed in fill-in-the-blanks format was performed to evaluate vocabulary production of the students. A One-Way ANOVA procedure was utilized to analyse the acquired results. The outcomes showed that the obtained differences between the groups of concept mapping, argument mapping and mind mapping were statistically significant. Those participants who used the concept mapping and mind mapping techniques performed better than their classmates of the argument mapping technique. It is worthy to note that learners, teachers, and materials’ designers can benefit from the findings of this study.
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