Collaborative and individual vocabulary learning in the Arabic classroom: The role of engagement and task demands
Collaborative and individual vocabulary learning in the Arabic classroom: The role of engagement and task demands
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阿拉伯语课堂中的协作和个人词汇学习：参与和任务要求的作用
DOI：
10.1111/flan.12636
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发表时间：
2022
影响因子：
2.7
通讯作者：
Ayman Mohamed
中科院分区：
文献类型：
--
作者：
Amr Rabie–Ahmed;Ayman Mohamed
本研究通过两种类型的阅读为基础的教学任务，在一个在线的初级阿拉伯语课堂上比较个人和合作的词汇学习。52名阿拉伯语初学者完成了一项前测，一项基于故事的任务（多项选择或填空），嵌入了新词汇，以及两项为期2周的后测。在课堂上，任务是在组（n= 32）或单独（n= 20）进行合作。虽然没有任务类型的影响，结果表明，合作的条件下更有利于词汇的增长比个人条件。本文从加工的角度比较了两种词汇框架：投入量假设（ILH）和技术特征分析（TFA）。词汇量的增加被认为是更清楚地预测的TFA，因为它包括组件，捕获的认知负荷的合作任务。这项研究为阿拉伯语词汇教学提供了启示，特别是对初学者。
The present study compared individual and collaborative vocabulary learning through two types of reading‐based pedagogical tasks in an online elementary Arabic classroom. Fifty‐two beginner learners of Arabic completed a pretest, a story‐based task (either multiple‐choice or gap‐fill) with embedded novel vocabulary, and two posttests over a 2‐week period. Tasks were performed either collaboratively in groups (n= 32) or individually (n= 20) during class time. While there was no effect of task type, results showed that the collaborative condition was more conducive to vocabulary gains than the individual condition. From a processing perspective, two vocabulary frameworks were compared: TheInvolvement Load Hypothesis(ILH) and theTechnique Feature Analysis(TFA). Vocabulary gains were found to be more clearly predicted by the TFA as it included components that captured the cognitive loads of collaborative tasks. The study provides implications for teaching Arabic vocabulary, particularly with novice learners.