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Zarei, Abbas Ali, Aleali, Maryam. (1393). On the Accessibility of Phonological, Orthographic, and Semantic Aspects of Second Language Vocabulary Learning and Their Relationship with Spatial and Linguistic Intelligences. پژوهش های میوه کاری, 3(1), 119-135. doi: 10.30466/ijltr.2015.20405
Abbas Ali Zarei; Maryam Aleali. "On the Accessibility of Phonological, Orthographic, and Semantic Aspects of Second Language Vocabulary Learning and Their Relationship with Spatial and Linguistic Intelligences". پژوهش های میوه کاری, 3, 1, 1393, 119-135. doi: 10.30466/ijltr.2015.20405
Zarei, Abbas Ali, Aleali, Maryam. (1393). 'On the Accessibility of Phonological, Orthographic, and Semantic Aspects of Second Language Vocabulary Learning and Their Relationship with Spatial and Linguistic Intelligences', پژوهش های میوه کاری, 3(1), pp. 119-135. doi: 10.30466/ijltr.2015.20405
Zarei, Abbas Ali, Aleali, Maryam. On the Accessibility of Phonological, Orthographic, and Semantic Aspects of Second Language Vocabulary Learning and Their Relationship with Spatial and Linguistic Intelligences. پژوهش های میوه کاری, 1393; 3(1): 119-135. doi: 10.30466/ijltr.2015.20405

On the Accessibility of Phonological, Orthographic, and Semantic Aspects of Second Language Vocabulary Learning and Their Relationship with Spatial and Linguistic Intelligences

Iranian Journal of Language Teaching Research
مقاله 8، دوره 3، شماره 1، فروردین 2015، صفحه 119-135    اصل مقاله (1005.58 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2015.20405
نویسندگان
Abbas Ali Zarei* 1؛ Maryam Aleali2
1Imam Khomeini International University, Iran
2Islamic Azad University – Takestan Branch, Iran
چکیده
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.
کلیدواژه‌ها
linguistic intelligence؛ orthography؛ phonology؛ semantics؛ spatial intelligence؛ vocabulary learning
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