The Effect of Cooperative Learning Approach and Semantic Mapping Strategy on the Acquisition of L2 Persian Vocabulary

Autor/inn/en	Vakilifard, Amirreza; Bahramlou, Khosro; Mousavian, Moslem
Titel	The Effect of Cooperative Learning Approach and Semantic Mapping Strategy on the Acquisition of L2 Persian Vocabulary
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1762287 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bahramlou, Khosro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1762287
Schlagwörter	Instructional Effectiveness; Cooperative Learning; Semantics; Concept Mapping; Vocabulary Development; Reading Comprehension; Schemata (Cognition); Cognitive Structures; Indo European Languages; Second Language Instruction; Second Language Learning; Foreign Students; College Students; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Kooperatives Lernen; Semantik; Concept Map; Wortschatzarbeit; Leseverstehen; Cognition; Schema; Kognition; Cognitive structure; Kognitive Struktur; Indoeuropäisch; Fremdsprachenunterricht; Zweitsprachenerwerb; Collegestudent; Ausland
Abstract	Acquiring L2 Persian vocabulary is the main hurdle for foreign students who wish to pursue academic studies in Iranian universities. This study explored the effect of the cooperative learning approach and semantic mapping strategy on the acquisition of L2 Persian vocabulary. The study had a quasi-experimental design and included a control group and three experimental groups. In each group, there were 30 intermediate learners of L2 Persian. The participants took a vocabulary pretest and then read three texts each of which contained 10 potentially unfamiliar words. The control group learned vocabulary through direct oral translation (DT). In the experimental groups, the words were learned through cooperative learning approach (CL), semantic mapping strategy (SM), or cooperative learning approach plus semantic mapping strategy (CLSM). A posttest was used to measure vocabulary learning. Results revealed that, in comparison to the control group, in experimental groups, the learners acquired significantly more vocabulary. In terms of mean score on the posttest, SM group ranked the first. It is recommended that L2 Persian materials developers and instructors consider alternative methods of teaching vocabulary such as semantic mapping strategy and cooperative learning approach. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01