آمار
| تعداد نشریات | 6 |
| تعداد شمارهها | 122 |
| تعداد مقالات | 1,536 |
| تعداد مشاهده مقاله | 1,622,424 |
| تعداد دریافت فایل اصل مقاله | 1,522,299 |
Can Inspirational Quotes Help the Recall of Abstract Vocabulary? | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 9، دوره 8، شماره 2 - شماره پیاپی 16، دی 2020، صفحه 141-157 اصل مقاله (302.33 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2020.26848.1182 | ||
| نویسندگان | ||
| Mehri Mokhtarzadeh1؛ Hadi Farjami* 2؛ Monireh Mokhtarzadeh3 | ||
| 1MA in English Language Teaching, University of Semnan, Semnan, Iran | ||
| 2Associate Professor of ELT, Department of English Language and Literature, Faculty of humanities, Semnan University, Semnan, Iran | ||
| 3MA in English Language Teaching, University of Birjand, Birjand, Iran | ||
| چکیده | ||
| The present study investigates the potential impact of inspirational quotes on improving English abstract vocabulary recall. To achieve this, a multiple-choice Oxford Quick Placement Test (OQPT) of 60 items including vocabulary and grammar component was administered as the proficiency test to a sample of 63 second-semester male and female students aged 18 to 22, studying English Translation in Semnan University, Iran. The 40 upper-level language students were selected and randomly assigned into two groups of 20 as an experimental group and a control group. The experimental group was exposed to inspirational quotes for one month and the control group was instructed abstract vocabularies through plain sentences. At the end of the treatment, a cued recall achievement test was used to measure the participants’ immediate recall of the target words. Two weeks after the treatment, the same test was administered to explore the delayed recall of participants and to estimate the effect of inspirational quotes on long term recall of abstract vocabulary by the experimental group compared with that of the control group. Analysis of immediate and delayed cued recall achievement tests confirmed the hypotheses that inspirational quotes had a significant effect on both immediate and delayed recall of abstract vocabulary. Based on these findings it is concluded that inspirational quotes can be utilized not only as a supportive context for teaching and learning of abstract vocabulary but also as motivational, emotional, and meaningful pedagogical sources. | ||
| کلیدواژهها | ||
| Abstract Vocabulary؛ Emotion؛ Inspirational Quotes؛ Motivation؛ Vocabulary Recall | ||
| مراجع | ||
|
Beck, I. L., McKeown, M. G., &Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
Braem, S., Verguts, T., Roggeman, C., &Notebaert, W. (2012). Reward modulates adaptations to conflict. Cognition, 125(2), 324-32.
Breton, Y. A., Mullett, A., Conover, K., &Shizgal, P. (2013). Validation and extension of the reward-mountain model. Frontiers in Behavioral Neuroscience, 7(125), 1-17.
Canli, T., Zhao, Z., Desmond, J. E., Kang, E., Gross, J., &Gabrieli, J. D. (2001). An fMRI study of personality influences on brain reactivity to emotional stimuli. Behavioral neuroscience, 115(1), 33-42.
Caroselli, M. (2006). 500 Creative classroom techniques for teacher and trainers. New Jersey: HRD Press.
Carver, C. S. (2016). Behavioral approach, behavioral avoidance, and behavioral inhibition. In M. Mikulincer, & P. R. Shaver (Eds.), APA handbook of personality and social psychology: Vol. 4. Personality processes and individual differences (319-333). Washington, DC: American Psychological Association.
Charles, S. T. (2014). Strength and vulnerability integration: A model of emotional well-being across adulthood. Psychological Bulletin, 136, 1068–1091.
Choi, J. M., Padmala, S., Spechler, P., & Pessoa, L. (2015). Pervasive competition between threat and reward in the brain. Social Cognitive and Affective Neuroscience,9, 737–750.
Council of Europe (2007). Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEF). Manual. Preliminary Pilot Version. Language Policy Division, Strasbourg.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal behavior, 11, 671-684.
DگEsposito, M., Aguirre, G. K., Zarahn, E., Ballard, D., Shin, R. K., & Lease, J. (1998). Functional MRI studies of spatial and nonspatial working memory. Cognitive Brain Research, 7(1), 1-13.
Gadanho, S. C., & Hallam, J. (2001). Robot learning driven by emotions. Adaptive Behavior, 9(1), 42-64.
Geranpayeh, A. (2003). A quick review of the English Quick Placement Test. Research Notes Quarterly, 12, 8–10.
Graves, M. F. (2016). The vocabulary book: Learning and instruction (2nd ed.). New York, NY: Teachers College Press.
Gray, J. R. (2001). Emotional modulation of cognitive control: Approach– withdrawal states double-dissociate spatial from verbal two-back task performance. Journal of Experimental Psychology: General, 130(3), 436-452.
Gray, J. R., & Braver, T. S. (2002). Integration of emotion and cognitive control: A neurocomputational hypothesis of dynamic goal regulation. In S. C. Moore & M. Oaksford (Eds.), Advances in Consciousness Research. Emotional cognition: From brain to behavior (289–316). Amsterdam: John Benjamins Publishing Company.
Isen, A. M., & Baron, R. A. (1991). Positive affect as a factor in organizational behavior. Research in Organizational Behavior,13, 1-52.
Kousta, S-T., Vinson, D. P., &Vigliocco, G. (2011). Emotion words, regardless of polarity, the processing advantage over neutral words, Cognition, 112, 473-481.
Ponari, M., Norbury,C. F., &Vigliocco, G. (2017). How do children process abstract concepts? Evidence from a lexical decision task. Developmental Science, 10, 10–11.
Recchia, G., & Jones, M. N. (2009). More data trumps smarter algorithms: Training computational models of semantics on very large corpora. Behavior Research Methods, 41(3), 647-656.
Reed, D. K. (2012). Why teach spelling? Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Snow, R., & Farr, M. (1987). Cognitive-conative-affective processes in aptitude, learning, and instruction: An introduction. Conative and affective process analysis, 3, 1-10.
Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. Mahwah, NJ: Erlbaum.
Thrash, T. M., & Elliot, A. J. (2003). Inspiration as a psychological construct. Journal of personality and social psychology, 84(4), 871-889.
Thrash, T. M., Elliot, A. J., Maruskin, L. A., & Cassidy, S. E. (2010). Inspiration and the promotion of well-being: Tests of causality and mediation. Journal of personality and social psychology, 98(3), 488-506.
Thrash, T. M., Maruskin, L. A., Cassidy, S. E., Fryer, J. W., & Ryan, R. M. (2010). Mediating between the muse and the masses: Inspiration and the actualization of creative ideas. Journal of personality and social psychology, 98(3), 469-487.
Tulving, E. (2016). Does memory encoding exist? In M. Naveh-Benjamin, M. Moscovitch, & H. L. Roediger, (Eds.). Perspectives on human memory and cognitive aging: Essays in Honor of Fergus Craik (pp. 6-27). Philadelphia: Psychology Press.
Vigliocco, G., Meteyard, L., Andrews, M., &Kousta, S. (2009). Toward a theory of semantic representation. Language and Cognition, 1(2), 219- 247.
Vigliocco, G., dellaRosa, P., Vinson, D. P., Devlin, J., Kousta, S.‐T., & Cappa, S. F. (2014). The neural representation of abstract words: The role of emotion. Cerebral Cortex, 24, 1767– 1777.
Weinberg, S. (2017). The quantum theory of fields: Vol. III Supersymmetry. Cambridge:Cambridge University Press.
Westbrook, A., Kester, D., Braver, T. S. (2013). What is the subjective cost of cognitive effort? Load, trait, and aging effects revealed by economic preference. PLOS ONE, 8(7),e68210.
Zambrana-Ortiz, N. J. (2011). Pedagogy in (e)motion: Rethinking spaces and relations (Vol. 16). New York, NY: Springer.
Zedelius, C. M., Veling, H., &Aarts, H. (2015). When unconscious rewards boost cognitive task performance inefficiently: The role of consciousness in integrating value and attainability information. Frontiers in Human Neuroscience, 6, 219-230.
Zwiers, J. (2016). Building academic language: Essential practices for content classrooms. Newark, DE: International Reading Association. | ||
|
آمار تعداد مشاهده مقاله: 1,554 تعداد دریافت فایل اصل مقاله: 815 |
||