You are here

Home » Content

On the accessibility of phonological, orthographic, and semantic aspects of second language vocabulary learning and their relationship with spatial and linguistic intelligences

Journal Name:

  • Iranian Journal of Language Teaching Research

Publication Year:

  • 2015

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
The present study was an attempt to investigate the differences in the accessibility of phonological, semantic, and orthographic aspects of words in L2 vocabulary learning. For this purpose, a sample of 119 Iranian intermediate level EFL students in a private language institute in Karaj was selected. All of the participants received the same instructional treatment. At the end of the experimental period, three tests were administered based on the previously-taught words. A subset of Gardner’s’ (1983) Multiple Intelligences questionnaire was also used for data collection. A repeated measures one-way ANOVA procedure was used to analyze the obtained data. The results showed significant differences in the accessibility of phonological, semantic, and orthographic aspects of words in second language vocabulary learning. Moreover, to investigate the relationships between spatial and linguistic intelligences and the afore-mentioned aspects of lexical knowledge, a correlational analysis was used. No significant relationships were found between spatial and linguistic intelligences and the three aspects of lexical knowledge. These findings may have theoretical and pedagogical implications for researchers, teachers, and learners.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-accessibility-phonological-orthographic-and-semantic-aspects-second-language-vocabulary-learning-and-their-relationship-spatial-and-linguistic-intelligences.pdf
  • 1
119
135
  • English

REFERENCES

References: 

Abdulaziz, A. (2008). Identifying faculty members’ multiple intelligences in the institute of public administration Saudi Arabia. Unpublished doctoral dissertation, State University of Arkansas.
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT press.
Aitchison, J. (1994). Words in the mind. Oxford: Blackwell.
Akbari, R., & Hosseini, K. (2008). Multiple intelligences and language learning strategies: Investigating possible relation. System, 36 (2), 141-155.
Alavinia, P., & Farhady, S. (2012). Using differential instruction to teach vocabulary in mixed ability classes with a focus on multiple intelligences and learning styles. International Journal of Applied Science and Technology, 2 (4), 72-83.
Armstrong, T. (2007). The curriculum superhighway. Educational Leadership, 64 (8), 16-20.
Azar, A. (2006). Relationship of multiple intelligence profiles with area of constitution in high school and university entrance exam scores. Educational Administration: Theory and Practice, 46, 157-175.
Bogards, P. (2001). Lexical units and the learning of foreign language vocabulary. Studies in Second Language Acquisition, 23 (3), 321-348.
Borek, J. (2003). Inclusion and multiple intelligences: Creating a student-centered curriculum. The Quarterly, 25 (4), 24-28.
132 Zarei & Aleali/On the accessibility of …
Brown, D. H. (2001). Teaching by principles: An interactive approach to learning pedagogy. New York: N. Y. Pearson Education.
Burt, J. S. (2006). What is orthographic processing skill and how does it relate to word identification in reading? Journal of Research in Reading, 89 (4), 400- 417.
Christon, M. A. (1996). Teaching and learning languages through multiple intelligence. TESOL Journal, 6 (1), 10-14.
Clarke, E. (1993). The lexicon in acquisition. Cambridge: Cambridge University press.
Crystal, D. (2003). A Dictionary of Linguistics and Phonetics. 5th eddition. Oxford, UK: Blackwell.
Day, R.R., & Omura, C. (1991). Incidental EFL vocabulary learning and reading. Reading in a
Foreign Language, 7 (5), 41-51.
Dooling, D. J., & Christiaansen, R. E. (1977). Episodic and semantic aspects of memory for prose. Journal of Experimental Psychology, 3 (4), 428-436.
Dupcy, B., & Krashen, S.D. (1993). Incidental vocabulary acquisition in French as a foreign language. Applied Language Learning, 4, 55-63.
Ehri, L. C. (1997). Sight word learning in normal readers and dyslexics. Mahwah NJ: Erlbum.
Ellis, R. (1995). Modified oral input and the acquisition of word meanings. Applied Linguistics, 16, 409-441.
Ellis, R., Tanaka, Y., & Yamazaki, A. (1994). Classroom interaction, comprehension and the acquisition of L2 word meanings. Language Learning, 44 (3), 449-491.
Elman, L. J. (2004). An alternative view of the mental lexicon. Trends in Cognitive Sciences, 8 (7), 301-306.
Evans, V. (2006). Lexical concepts, cognitive models and meaning construction. Cognitive Linguistics, 17 (4), 491-534.
Erk, K. (2007). A simple, similarity-based model for selectional preferences. ACL Journal, 1, 216–223.
Fith, U. (1985). Beneath the surface of developmental dyslexia. Hove,Uk: Lawrence Erlbaum Associates.
Forel, A. C., & Puskas, G. (1986). Phonetics and Phonology. Reader for First Year English Linguistics. Retrieved October 6, 2012, from: http://www.uni-oldenburg.de/fileadmin /user_upload/anglistik/personen/cornelia.hamann/Phonology.pdf
Gardner, H. (1983). Frames of mind, the theory of multiple intelligence. New York: Basic books.
Gardner, H. (1999). The disciplined mind: What all students should understand? New York: Simon and Schuster.
Iranian Journal of Language Teaching Research 3(1), (Jan., 2015) 119-135 133
Gipe, J. P., & Arnold, R. D. (1979). Teaching vocabulary through familiar associations and contexts. Journal of Reading, 11, 281-285.
Grass, S., & Selinker, L. (1994). Second language acquisition: An introductory course. Amesterdam: Johan Benjamins.
Gu, P.Y. (2003). Vocabulary learning in a second language: Person, Task, Context and Strategies. TESL journal, 7 (2), 1-26.
Hajhashemi, K., & Amirkhiz, S.Y. (2011). The relationship between Iranian EFL high school students’ multiple intelligences scores and their use of learning strategies. English Language Teaching, 4, 214-222.
Hoxhallari, L. (2000). Teacher’s beliefs about learning to read Albanian, English, and Welsh:The effect of a regular orthography. Unpublished manuscript, University of Wales, Bangor, UK.
Jenkins, J. R. & Wyosocki, K. (1984). Learning vocabulary through reading. London: Macmillian.
Katz, L., & Frost, R. (1992). Orthography, Phonology, Morphology, and Meaning: An Overview. Elsevier Science Publishers: B. V.
Kerek, E., & Niemi, P. (2009). Russian orthography and learning to read. Reading in a Foreign Language, 21 (1), 1-21.
Laufer, B. (1989). A factor of difficulty in vocabulary learning: deceptive transparency. AILA Review, 6, 10-20.
Laufer, B. (1997). What is in a word that makes it hard to easy. Cambridge: Cambridge University Press.
Lupker, S.J. (2005). Visual word recognition. Oxford: Blackwell.
Meara, P. (1997). Toward a new approach to modeling vocabulary acquisition. Cambridge: Cambridge University Press.
Nagy, W. E. (2005). Why vocabulary instruction need to be long-term and comprehensive. Mahwah, NJ: Erlbaum.
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Paribakht, T., & Weseche, M. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. The Canadian Modern Language Review, 53, 9-29.
Qian, D. D. (1998). Depth of vocabulary knowledge: Assessing its role in adults’ reading comprehension in English as a second language. Unpublished doctoral thesis, University of Toronto, Canada.
134 Zarei & Aleali/On the accessibility of …
Razmjoo, S. A. (2008). On the relationship between multiple intelligences and language success. The Reading Martix, 8 (2), 155-174.
Richards, J. C. (1976). The role of vocabulary Teaching. TESOL Quarterly, 10, 77-89.
Saricaoglu, A., & Arikan, A. (2009). A study of multiple intelligence. Foreign language success and some selected variables. Journal of Theory and Practice in Education, 5, 110-122.
Schmitt, N. (1995). A fresh approach to vocabulary: Using a word knowledge framework. RELC Journal, 26 (80), 86-96.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12 (3), 329-369.
Soleimani, H., Moinzadeh, A. Kassaian, Z., & Ketabi, S. (2012). The effect of instruction based on multiple intelligences theory on the attitude and learning of general English. English Language Teaching, 5 (9), 45-54.
Sternberg, R.J. (2005). The theory of successful intelligences. Interamerican Journal of Psychology, 39 (2), 189-202.
Temur, O. D. (2007). The effects of teaching activities prepared according to the multiple intelligence theory on mathematics achievement and permanence of information learned by4th grade students. International Journal of Environmental and Science Education, 2 (4), 86- 91.
Thompson, C. A., & Mooney, R. J. (2003). Acquiring Word-Meaning Mappings for Natural Language Interfaces. Journal of Artificial Intelligence Research, 18 (1), 1-44.
Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms. Alexanria, VA: Association of supervision and curriculum development.
Uzunoz, A. (2011). Effect of multiple intelligence theory practice on student success by Bloom’s taxonomy. Academic Journal, 6 (18), 952-960.
Vellutino, F.R., Scanlon, D.M., & Tanzman, M.S. (1994). Component of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities. (pp. 279-332). Baltimore: Brookes.
Webb, S. (2007). Learning word pairs and glossed sentences: The effects of a single context on vocabulary knowledge. Language Teaching Research, 11 (1), 63-81.
Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold Ltd.
Wolf, M., Miller, L., & Donnelly, K. (2000). Retrieval, automaticity, vocabulary elaboration, orthography: A comprehensive, fluency based reading intervention. Learning Disabilities, 23 (4), 333-375.
Zarei, A. A., & Arasteh, T. S. (2011). The effects of code-mixing, thematic clustering, and contextualization on L2 vocabulary recognition and production. Journal of Language and Culture, 2 (6), 96-102.
Iranian Journal of Language Teaching Research 3(1), (Jan., 2015) 119-135 135
Zarei, A. A, & Gholami, V. (2007). The effect of partial synonymy on second language vocabulary learning. Iranian Journal of Language Studies, 1 (2), 37- 38.
Zarei, A. A., & Mohseni, M. (2012). The relationship between multiple intelligences and grammatical and writing accuracy of Iranian learners of English. US-China Foreign Language, 10 (7), 1306-1317.
Zarei, A. A., & Shokri Afshar, N. (2012). Multiple Intelligence as predictors of L2 reading and vocabulary knowledge. Germany: Lambert Academic Publication.

Thank you for copying data from http://www.arastirmax.com