Abdolhossein Heydari
Abstract
This paper attempted to study the vocabulary tasks of Persian writing textbooks used at primary schools (4th, 5th and 6th grades) based on lexical knowledge taxonomy. The research method of this paper is descriptive-analytic. At first, the vocabulary tasks of Persian writing textbooks were accounted ...
Read More
This paper attempted to study the vocabulary tasks of Persian writing textbooks used at primary schools (4th, 5th and 6th grades) based on lexical knowledge taxonomy. The research method of this paper is descriptive-analytic. At first, the vocabulary tasks of Persian writing textbooks were accounted and they were classified according to the taxonomy. The data has been analyzed by using SPSS. Results from the codification of explicit vocabulary tasks showed that the majority of vocabulary tasks in the writing textbooks have been allocated to the writing form aspect but the frequency of other aspects of vocabulary knowledge such as collocation is very low. In addition, allocating 80 percent of explicit vocabulary tasks to receptive tasks in comparison to only 20 percent of productive tasks shows that vocabulary task designing is unbalanced in the textbooks. However, these books have been designed to teach the writing skill which is a productive skill. The results of analytical statistics indicate that there is not a significant difference between different aspects of vocabulary knowledge in the textbooks, but the difference between the two kinds of vocabulary tasks in these books is significant. It is proposed that the vocabulary tasks of the textbooks should be corpus-based. In addition, different aspects of vocabulary knowledge should be realized in different kinds of textbooks’ vocabulary tasks to be exposed repeatedly by the students. Because repetition is an important factor in learning vocabulary. The findings of this study can be useful both to textbook designers and teachers.
Abdolhossein Heydari; Malek Panahi
Abstract
The present paper was an attempt to study the effect of the Persian lexicon on the students’ English NP production in speech production levels. The data were collected from the senior high school students' English speech. The research method is descriptive-analytic. At first 210 errors were classified ...
Read More
The present paper was an attempt to study the effect of the Persian lexicon on the students’ English NP production in speech production levels. The data were collected from the senior high school students' English speech. The research method is descriptive-analytic. At first 210 errors were classified into 6 groups and then they were analyzed according to principles and hypotheses offered in speech production stages. Persian grammatical features in the students’ utterances show that Persian lexemes have been selected in speech production stages because grammatical processing is the direct consequence of lexical selection. It was found that the activation coming from the conceptual level has been spread to the phonological segments of Persian lexemes according to phonological activation models. So Persian lexicon has been active in forming the surface structure of the students’ utterances. English lexemes associated with corresponding Persian ones in surface structure have been selected from the English lexicon before utterance articulation. The study results are in line with the word association model which assumes L2 words are associated with L1 words and through L1 mediation can L2 words gain access to concepts at early L2 learning.
