en اثر درسکارهای معناشناختی زبان دوم (باهم آیی در مقایسه با تعریف) بر میزان پیشرفت واژگان در میان فراگیرندگان ایرانی زبان انگلیسی سطح متوسط تخصصي Special پژوهشي Research <p dir="RTL"><strong>چکیده</strong></p> <p dir="RTL"><strong>هدف</strong> <strong>از</strong> <strong>این</strong> <strong>تحقیق</strong> <strong>بررسی اثر</strong> <strong>درسکارهای</strong> <strong>معناشناختی</strong> <strong>زبان</strong> <strong>دوم (باهم</strong> <strong>آیی</strong> <strong>در</strong> <strong>مقایسه</strong> <strong>با</strong> <strong>تعریف) بر</strong> <strong>میزان پیشرفت</strong> <strong>واژگان</strong> <strong>در</strong> <strong>میان</strong> <strong>فراگیرندگان</strong> <strong>ایرانی</strong> <strong>زبان</strong> <strong>انگلیسی</strong> <strong>سطح</strong> <strong>متوسط بوده است</strong> <strong>بدین</strong> <strong>منظور،</strong> <strong>پس</strong> <strong>از برگزاری</strong> <strong>آزمون</strong> <strong>تعیین</strong> <strong>سطح</strong> <strong>آکسفورد</strong> <strong>از</strong> <strong>بین</strong> <strong>100</strong> <strong>نفر</strong> <strong>از</strong> <strong>فراگیرندگان</strong> <strong>زبان</strong> <strong>انگلیسی</strong> <strong>موسسه</strong> <strong>سیمین،</strong> <strong>60نفر</strong> <strong>انتخاب</strong> <strong>شدند</strong><strong><span dir="LTR">. </span></strong><strong>پس</strong> <strong>از</strong> <strong>مطمئن</strong> <strong>شدن</strong> <strong>از</strong> <strong>همگن</strong> <strong>کردن</strong> <strong>افراد،</strong> <strong>آنها</strong> <strong>به</strong> <strong>صورت</strong> <strong>تصادفی</strong> <strong>به</strong> <strong>دو</strong> <strong>گروه</strong> <strong>آزمایشی</strong> <strong>و</strong> <strong>یک</strong> <strong>گروه</strong> <strong>گواه</strong> <strong>که</strong> <strong>هر</strong> <strong>گروه</strong> <strong>شامل</strong> <strong>20</strong> <strong>نفر</strong> <strong>بودند،</strong> <strong>تقسیم</strong> <strong>شدند. قبل</strong> <strong>از</strong> <strong>اجرای متغیر مستقل،</strong> <strong>یک</strong> <strong>پیش</strong> <strong>آزمون</strong> <strong>به</strong> <strong>منظور</strong> <strong>سنجش</strong> <strong>دانش</strong> <strong>واژگان</strong> <strong>فراگیرندگان</strong> <strong>زبان</strong> <strong>به</strong> <strong>عمل</strong> <strong>آمد</strong><strong><span dir="LTR">.</span></strong><strong> سپس</strong> <strong>گروه</strong> <strong>های</strong> <strong>آزمایشی،</strong> <strong>آموزش</strong> <strong>یادگیری</strong> <strong>لغات</strong> <strong>از</strong> <strong>طریق</strong> <strong>با</strong> <strong>هم</strong> <strong>آیی</strong> <strong>واژگان</strong> <strong>و</strong> <strong>تعریف</strong> <strong>را</strong> <strong>به</strong> <strong>مدت</strong> <strong>5</strong> <strong>جلسه</strong> <strong>دریافت</strong> <a name="_GoBack"></a><strong>کردند</strong> <strong>در</strong> <strong>حالیکه</strong> <strong>برای</strong> <strong>گروه</strong> <strong>گواه</strong> <strong>از</strong> <strong>روش</strong> <strong>معمول</strong> <strong>استفاده</strong> <strong>شد</strong><strong><span dir="LTR">.</span></strong> <strong>پس</strong> <strong>از</strong> <strong>پایان</strong> <strong>جلسات</strong> <strong>آموزشی</strong> <strong>همان</strong> <strong>پیش</strong> <strong>آزمون</strong> <strong>بعنوان</strong> <strong>پس</strong> <strong>آزمون</strong> <strong>استفاده</strong> <strong>گردید</strong><strong><span dir="LTR">. </span></strong><strong>نتایج</strong> <strong>بدست</strong> <strong>آمده</strong> <strong>از</strong> <strong>طریق</strong> <strong>سه</strong> <strong>آزمون</strong> <strong>تی زوجی</strong> <strong>بین</strong> <strong>هر</strong> <strong>پیش</strong> <strong>آزمون</strong> <strong>و</strong> <strong>پس</strong> <strong>آزمون</strong> <strong>هر</strong> <strong>گروه</strong> <strong>و</strong> <strong>از</strong> <strong>طریق</strong> <strong>روش</strong> <strong>آماری</strong> <strong>تحلیل</strong> <strong>واریانس</strong> <strong>مورد</strong> <strong>بررسی</strong> <strong>قرار</strong> <strong>گرفتند</strong> <strong>و</strong> <strong>نشان</strong> <strong>دادند</strong> <strong>که</strong> <strong>گروه</strong> <strong>آزمایشی</strong> <strong>که</strong> <strong>جلسات</strong> <strong>آموزشی</strong> <strong>باهم</strong> <strong>آیی</strong> <strong>لغات</strong> <strong>را</strong> <strong>سپری</strong> <strong>کردند</strong> <strong>عملکرد</strong> <strong>بهتری</strong> <strong>نسبت</strong> <strong>به</strong> <strong>گروه</strong> <strong>آزمایشی</strong> <strong>دیگر</strong> <strong>و</strong> <strong>گروه</strong> <strong>گواه</strong> <strong>داشتند.</strong> <strong>می</strong> <strong>توان</strong> <strong>نتیجه</strong> <strong>گرفت</strong> <strong>که</strong> <strong>آموزش</strong> <strong>باهم</strong> <strong>آیی</strong> <strong>لغات</strong> <strong>تاثیر</strong> <strong>مثبتی</strong> <strong>بر</strong> <strong>روند</strong> <strong>یادگیری</strong> <strong>لغات</strong> <strong>زبان</strong> <strong>آموزان</strong> <strong>داشت</strong><strong><span dir="LTR">.</span></strong></p> <p style="margin: 0cm 0cm 10pt;">This study investigated the relationship between teaching L2 semantic tasks (collocation vs. definition) in vocabulary achievement of Iranian intermediate EFL learners. To this end, 60 students at intermediate level studying in the Simin Institute were selected from a total number of 100 participants based on their performance on Oxford Placement Test. After ensuring the criterion of homogeneity, they were randomly assigned to two experimental and one control group each comprising 20 participants. Before starting the treatment, a pretest was administered to find out learners&rsquo; vocabulary knowledge. Then the experimental groups were instructed to use collocation and definition in vocabulary learning for 5 sessions while the control group received no treatment. After the end of the treatment, the same pre<strong>-</strong>test was administered to all groups as a post<strong>-</strong>test. Analysis of the results of three paired sample T-test and a one way ANOVA showed that the experimental group that received collocation task outperformed the other two groups (control group and second experimental group) in the post<strong>-</strong>test. It was concluded that teaching collocation task had a positive effect on learners&rsquo; vocabulary knowledge.<b><span font-size:="" mso-ascii-theme-font:="" mso-bidi-theme-font:="" mso-hansi-theme-font:="" new="" style="line-height: 115%; font-family: " times=""><font color="#000000">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </font></span></b></p> درسکارهای معناشناختی, تاریخ تحولات لغوی, باهم آیی, تعریف, روش های یادگیری لغت semantic tasks, morphology, collocation, definition, vocabulary learning strategies 58 67 http://ijreeonline.com/browse.php?a_code=A-10-34-1&slc_lang=en&sid=1 Mona Shamsi مونا شمسی Monashams707@yahoo.com 1003194753284600713 1003194753284600713 No Tonekabon Branch, Islamic Azad University, Tonekabon, Iran واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران Ramin Rahimy رامین رحیمی Rahimy49@yahoo.com 1003194753284600714 1003194753284600714 Yes Tonekabon Branch, Islamic Azad University, Tonekabon, Iran واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران