Volume 9, Issue 6 (2019)                   IQBQ 2019, 9(6): 213-240 | Back to browse issues page

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pishghadam R, Ebrahimi S. Sensory Relativity and its Effect on Non-Persian Language Learners' Writing Skill. IQBQ. 2019; 9 (6) :213-240
URL: http://journals.modares.ac.ir/article-14-18748-en.html
1- Ferdowsi University of Mashhad , pishghadam@um.ac.ir
2- Ferdowsi University of Mashhad
Abstract:   (623 Views)
Speaking, listening, writing, and reading have a particular influence on the language learners’ improvement and paying attention to improving such skills is necessary for teaching a second language. Since speaking and listening are naturally acquired from the beginning of our lives (Brown, 2001), most of the language learners pay more attention to these two and the other two skills take the back seats, though comprehension mostly happens through writing (Bazerman et al., 2005). Writing can bring the words and the language to the conscious level (Olson, 1993) and can produce a more lasting representation of the meaning, create a higher level of knowledge structure and deeper and more consistent learning (Brossard, 2001). In this regard, knowing the fact that creativity of the written texts is directly related to classroom involvement can probably be used for improving the students’ skills. For this reason, the present study aims to highlight the role of senses in the writing skill to reduce the difficulties a learner might face. Hence, the writers have employed the sensory relativism framework (Pishghadam, Jajarami, & Shayesteh, 2016) to teach writing and hypothesized that people’s senses can affect their understandings of the world and should their senses change; their conceptualization may vary as well. In other words, individuals’ outlook may be different if their first encounter to a concept is visual than tactile. Given the importance of sensory relativity in molding foreign language learners' perception of the new language, the present study attempted to assess Persian language learners' writing skill using their five senses. For this purpose, 40 non-Persian language learners, classified into four groups of 10, from 16 different countries, and at the same level of Persian language (level 7), were selected to participate in 20 sessions of sensory-relativism-based Persian language teaching class for five weeks. Regarding CAF (complexity, accuracy, and fluency) measures, results of qualitative analysis of 200 written texts about four Iranian cultural themes showed the significant effect of sensory relativity hypothesis on the language learners' writing skill. In other words, more involvement of the sensory stimuli brings about the internalization of students' information in their long-term memory. Furthermore, changes or addition in the level of senses can hierarchically relativize the students' level of learning. Subsequently, with the involvement of more senses, the accuracy, fluency, and complexity of the writing in the stages of involvement (inner and arch) were more than the stages of exvolvement (auditory, visual, and kinesthetic).The achieved findings revealed the effectiveness of this hypothesis on teaching language skills.
 
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Article Type: مقالات علمی پژوهشی |
Received: 2018/04/9 | Accepted: 2019/02/1 | Published: 2019/02/1

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