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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
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| 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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آمار تعداد مشاهده مقاله: 603 تعداد دریافت فایل اصل مقاله: 386 |
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