Document Type : Research Article
Authors
1 Department of English, Ferdowsi University of Mashhad, Mashhad, Iran
2 Department of Engineering, Ferdowsi University of Mashhad, Mashhad, Iran
Abstract
Repetition, as an effective way to learn vocabulary, has long been the subject of language instruction. However, it seems that the effective number of repetitions in language classrooms has been less considered by the linguistic research and consequently language instructors. Capitalizing on the emotioncy (emotion+ frequency) concept, this study investigates the effective number of word repetitions in class and based on a review of research in linguistic areas and cognitive psychology, it elucidates the spaced repetition method. To this end, 100 participants with intermediate proficiency level were randomly assigned to five groups (1, 2, 3, 4, and no repetition(s)). Then, 15 words about which the participants knew nothing were taught. To compare the results of the retention test of the five groups, one-way ANOVA was utilized. The findings demonstrated a significant difference in favor of the two repetitions group. Therefore, two spaced repetitions, along with the learners' emotioncy level towards the new words can play a pivotal role in vocabulary learning in language classrooms.
Keywords
ابراهیمی، ش.، استاجی، ا.، پیش‌قدم، ر.، و امین‌یزدی، ا. (1396). بررسی تأثیر استفاده از الگوی هیجامد برنگرش به یادگیری زبان‌آموزان. مطالعات زبان و ترجمه، (2)50، 31-1.
پیش‌قدم، ر.، طباطبائیان، م.، و ناوری، ص. (1392). تحلیل کاربردی و انتقادی نظریه‌های فراگیری زبان اول: از پیدایش تا تکوین. مشهد، ایران: انتشارات دانشگاه فردوسی مشهد.
پیش‌قدم، ر.، و فیروزیان پوراصفهانی، آ. (1396). معرفی هیجامد به‌عنوان ابزاری مؤثر در پذیرش نوواژه‌های مصوب فرهنگستان زبان و ادب فارسی. جستارهای زبانی، (5)8، 105-79.
طالبی، ن. (1388). به‌کارگیری روش‌های غیرخطی در بررسی مؤلفه‌های حافظه‌ای و شناختی سیگنال‌های مغزی در تحریکات دیداری (پایان‌نامۀ کارشناسی ارشد منتشر‌نشده). دانشگاه شاهد، تهران، ایران.
Ahmadian, M. J. (2012). Task repetition in ELT. ELT Journal, 66, 380–382.
Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15, 23-49.
Allan, D. (1992). The Oxford quick placement test. Oxford, UK: Oxford University Press.
Almeida, D., & Poeppel, D. (2013). Word-specific repetition effects revealed by MEG and the implications for lexical access. Brain & Language, 127, 497–509.
Anderson, J. R. (1995). Learning and memory: An integrated approach. New York, NY: Wiley.
Baleghizadeh, S., & Asadi, R. (2013). The effect of task repetition and task recycling on EFL learners’ oral performance. Issues in Language Teaching, 2(2), 137-163.
Borsipour, B. (2016). Emotioncy and willingness to read: A case of Iranian EFL learners (Unpublished master’s thesis). Ferdowsi University of Mashhad, Mashhad, Iran.
Busch, M. (2013). How context repetition influences the N400 and reaction times: A metaphor study (Unpublished bachelor’s thesis). University of Twente, Enschede, Netherlands.
Byrnes, J. P., & Fox, N. A. (1998). The educational relevance of research in cognitive neuroscience. Educational Psychology Review, 10(3), 297-342.
Davenport, T., & Coulson, S. (2011). Predictability and novelty in literal language comprehension: An ERP study. Brain Research, 1418, 70-82.
Duff, P. A. (2000). Repetition in foreign language classroom interaction. In J. K. Hall & L. Stoops Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 109-138). Mahwah, NJ: Lawrence Erlbaum.
Fitz, H., & Chang, F. (2019). Language ERPs reflect learning through prediction error propagation. Cognitive Psychology, 111, 15-52.
Folse, K. S. (2004). Vocabulary myths: Applying second language research to classroom teaching. Michigan, MI: University of Michigan Press.
Geake, J. G. (2009). The brain at school. Massachusetts, MA: McGraw-Hill.
Greenspan, S. I., & Weider, S. (1999). A functional developmental approach to autistic spectrum disorders. The Journal of the American Society of Hypertension (JASH), 24, 147-161.
Hintzman, D. L. (1969). Apparent frequency as a function of frequency and the spacing of repetitions. Journal of Experimental Psychology, 80, 139-145.
Hintzman, D. L., & Block, R. A. (1970). Memory judgments and the effects of spacing. Journal of Verbal Learning &Verbal Behavior, 9, 561-566.
Hintzman, D. L., & Rogers, M. K. (1973). Spacing effects in picture memory. Memory & Cognition, 1, 430-434.
Horner, A. J. (2009). The role of stimulus-response bindings in priming: Multiple routes and multiple stages (Unpublished doctoral dissertation). University of Cambridge, Cambridge, England.
Karami, M., Pishghadam, R., & Baghaei, P. (2019). A probe into EFL learners’ emotioncy as a source of test bias: Insights from differential item functioning analysis. Studies in Educational Evaluation, 60, 170-178.
Karpicke, J. D., & Roediger, H. L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory & Language, 57, 151-162.
Korzeniewska, A., Wang, Y., Benz, H. L., Fifer, M. S., Collard, M., Milsap, G., Cervenka, M. C., Martin, A., Gotts, S. J., & Crone, N. E. (2020). Changes in human brain dynamics during behavioral priming and repetition suppression. Progress in Neurobiology, 189, 101788-101788.
Kovacs, G., & Schweinberger, S. R. (2016). Repetition suppression: An integrative view. Cortex, 80, 1-4.
Laufer, B., & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research, 15, 391-411.
Luck, S. J. (2014). An introduction to the event-related potential technique (2nd ed.). Cambridge, England: MIT Press.
Lynch, T., & Maclean, J. (2001). A case of exercising: Effects of immediate task repetition on learners’ performance. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 141-162). Harlow, England: Longman.
Lyster, R. (1998). Recasts, repetition, and ambiguity in l2 classroom discourse. Studies in Second Language Acquisition, 20(1), 51-81.
Melton, A. W. (1970). The situation with respect to the spacing of repetitions and memory. Journal of Verbal Learning and Verbal Behavior, 9, 596–606.
Metsämuuronen, J. (2013). Effect of repeated testing on the development of secondary language proficiency. Journal of Educational and Developmental Psychology, 3(1), 10-24.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81-97.
Nation, P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge, England: Cambridge University Press.
Nation, P. (2014). How much input do you need to learn the most frequent 9,000 words? Reading in a Foreign Language, 26(2), 1-16.
Nation, P. (1994). New ways in teaching vocabulary. Mahwah, NJ: TESOL.
Pellicer-Sanchez, A., & Schmitt, N. (2010). Incidental vocabulary acquisition from an authentic novel: Do things fall apart? Reading in a Foreign Language, 22, 31–55.
Pishghadam, R. (2015, October). Emotioncy in language education: From exvolvement to involvement. Paper presented at the 2nd Conference of Interdisciplinary Approaches to Language Teaching, Literature, and Translation Studies, Mashhad, Iran.
Pishghadam, R. (2016). A look into the life of the senses: Introducing educational emotioncy pyramid [PowerPoint slides]. Retrieved from http:// pishghadam. profcms. um.ac.ir/ index.php/ index. php? option= com_ profactivity& task= allPublications
Pishghadam, R., & Shayesteh, S. (2016). Emotioncy: A post-linguistic approach toward vocabulary learning and retention. Sri Lanka Journal of Social Sciences, 39(1),27-36.
Pishghadam, R., Jajarmi, H., & Shayesteh, S. (2016). Conceptualizing sensory relativism in light of emotioncy: A movement beyond linguistic relativism. International Journal of Society, Culture, and Language, 4(2), 11-21.
Pishghadam, R., Shayesteh, S. (2017). The consolidation of life issues and language teaching on the life-language model of emotioncy. Humanizing language Teaching, 19(2), 1-14.
Saeedi, M., & Rahimi Kazerooni, S. (2014). The influence of task repetition and task structure on EFL learners’ oral narrative retellings. Innovation in Language Learning and Teaching, 8(2), 116-131. doi:10.1080/ 17501229. 2013.770860
Scaddan, M. A. (2009). 40 engaging brain-based tools for the classroom. California, CA: Corwin Press.
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Massachusetts, MA: Pearson.
Sinhaneti, K., & Kalayar Kyaw, E. (2012). A study of the role of rote learning in vocabulary learning strategies of Burmese students. US-China Education Review, 12, 987-1005.
Thalheimer, W. (2003, January). The learning benefits of questions. Retrieved from http://www.work-learning.com/ma/PP_WP003.asp.
Underwood, B. J. (1969a). Some correlates of item repetition in free recall learning. Journal of Verbal Learning &Verbal Behavior, 8, 83-94.
Underwood, B. J. (1969b). Attributes of memory. Psychological Review, 76, 559-573.
Van de Guchte, M., Braaksma, M., Rijlaarsdam, G., & Bimmel, P. (2015). Focus on form through task repetition in TBLT. Language Teaching Research, 20(3), 1-21.
Van Petten, C., & Kutas, M. (1990). Interactions between sentence context and word frequency in event-related brain potentials. Memory and Cognition, 18(4), 380-93.
Van Petten, C., Kutas, M., Kluender, R., Mitchiner, M., & McIsaac, H. (1991). Fractionating the word repetition effect with event-related potentials. Journal of Cognitive Neuroscience, 3(2), 131-150.
Van Strien, J. W., Verkoeijen, P. P. J. L., Van der Meer, N., & Franken, I. H. A. (2007). Electrophysiological correlates of word repetition spacing: ERP and induced band power old/new effects with massed and spaced repetitions. International Journal of Psychophysiology, 66, 205-214.
Vidal, K. (2011). A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning, 61, 219-258.
Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15, 130–163.
Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28, 46-65.
Webb, S., Newton, J., & Chang, A. (2013). Incidental learning of collocation. Language Learning, 63(1), 91-120.
Wilkins, D. A. (1972). Linguistics in language teaching. London, England: Edward Arnold.
YL Ku, K., Phillipson, S., & Phillipson, S. N. (2015). Educational learning theory. International Encyclopedia of the Social and Behavioral Sciences, 7, 238-245.
', './data/jlts/coversheet/131625691490.jpg'))
Send comment about this article