جستجو در:
دوره 12، شماره 5 - ( 1400 )
جلد 12 شماره 5 صفحات 303-279 |
برگشت به فهرست نسخه ها
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ahmadi M, Zarei A A. On the Effects of Linguistic, Verbal, and Visual Mnemonics on Idioms Learning. LRR 2021; 12 (5) :279-303
URL: http://lrr.modares.ac.ir/article-14-45271-fa.html
URL: http://lrr.modares.ac.ir/article-14-45271-fa.html
Ahmadi Maryam، Zarei Abbas Ali. On the Effects of Linguistic, Verbal, and Visual Mnemonics on Idioms Learning. جستارهای زبانی. 1400; 12 (5) :279-303
Maryam Ahmadi1 
، Abbas Ali Zarei* 2
، Abbas Ali Zarei* 2
1- PhD Candidate, Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran
2- Associate Professor, Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran ،a.zarei@hum.ikiu.ac.ir
2- Associate Professor, Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran ،
چکیده: (2844 مشاهده)
Despite their substantial role in natural discourse, idioms often intimidate EFL students. Therefore, finding effective ways of mitigating students’ frustration has been a fundamental consideration in language teaching. Mnemonics, as associative memory tools, are largely acknowledged to be instrumental in reducing the cognitive load involved in language learning, particularly in learning lexical items. This study was conducted to explore the effects of linguistic, verbal, and visual mnemonics on empowering language learners in the recall and recognition of English idioms. Two-hundred seventy intermediate-level EFL learners preparing themselves for IELTS took part in this study. The participants were in nine groups of 30 members each. They were divided into three main groups, each of which was taught idioms using one of the above-mentioned mnemonics. The MANOVA procedure was used to analyze the collected data. The results revealed statistically significant differences among these instructional strategies in case of recall, with linguistic mnemonics being the most influential. The findings of the study can have theoretical implications for researchers in that they can shed light on some of the dark corners of the field and spark interest for further research. The findings can also have some pedagogical implications for teaching programs, curriculum developers, educational policymakers, teachers, and language learners. Developing a clearer understanding of how these mnemonics influence idiom learning can help the stakeholders make more informed decisions about how to treat idioms.
واژههای کلیدی: idioms recall، idioms recognition، linguistic mnemonics، verbal mnemonics، visual mnemonics
ارسال پیام به نویسنده مسئول
| بازنشر اطلاعات | |
 |
این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است. |