TÁC ĐỘNG CỦA VIỆC GIẢI NGHĨA BẰNG NGÔN NGỮ ĐẦU TIÊN VÀ NGÔN NGỮ THỨ HAI TỚI KHẢ NĂNG ĐỌC HIỂU VÀ GHI NHỚ TỪ VỰNG CỦA NGƯỜI HỌC
Nội dung chính của bài viết
Tóm tắt
Các nghiên cứu trước đây cho thấy việc cung cấp giải nghĩa trong văn bản giúp cải thiện việc đọc hiểu văn bản và học từ vựng tự nhiên, tuy nhiên, mức độ tác động của phương pháp này trong các điều kiện khác nhau vẫn còn mơ hồ. Với thiết kế nghiên cứu định lượng, nghiên cứu này tập trung đặc biệt vào tương tác giữa ngôn ngữ giải nghĩa (L1 và L2) và trình độ tiếng của người học (trung cấp và nâng cao), cũng như tác động của việc cung cấp giải nghĩa đến đọc hiểu văn bản và học từ vựng ngẫu nhiên của người học. Trong nghiên cứu này, 180 người học được chia thành hai nhóm dựa trên trình độ tiếng (trung cấp hoặc nâng cao). Trong mỗi nhóm trình độ, người học được chia nhỏ thành ba nhóm phụ (60 người/ nhóm) với ba điều kiện khác nhau (đối chứng, giải nghĩa bằng ngôn ngữ mẹ đẻ và giải nghĩa bằng ngôn ngữ thứ hai). Phân tích ANOVA một chiều và t-test cho thấy việc sử dụng giải nghĩa dẫn đến sự hiểu biết sâu hơn và học từ vựng ngẫu nhiên. Phân tích ANOVA hai chiều cho thấy giải nghĩa bằng ngôn ngữ thứ nhất (L1) tạo ra sự hiểu biết sâu hơn và khả năng ghi nhớ tốt hơn ở người học trung cấp so với giải nghĩa bằng ngôn ngữ thứ hai (L2), và ngược lại, người học nâng cao có kết quả tốt hơn trong bài kiểm tra đọc và từ vựng khi được cung cấp giải nghĩa bằng L2. Cuối cùng, các tác giả đưa ra một số kiến nghị cho việc học và dạy từ vựng phù hợp với sự khác biệt tương đối giữa L1 và L2, và trình độ trung cấp và nâng cao.
Chi tiết bài viết
Từ khóa
bảng chú giải, khả năng đọc hiểu, học từ vựng ngẫu nhiên, người học tiếng Anh như một ngoại ngữ (EFL)
Tài liệu tham khảo
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Hulstijn, J. H. (2011). Language proficiency in native and non-native speakers: An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8(3), 229–249.
Kang, H., Kweon, S. O., & Choi, S. (2020). Using eye-tracking to examine the role of first and second language glosses. Language Teaching Research, 26(6), Article e1362168820928567.
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Jiang, N. (2000). Lexical representation and development in a second language. Applied Linguistics, 21, 47–77.
Jiang, N. (2002). Form-meaning mapping in vocabulary acquisition in a second language. Studies in Second Language Acquisition, 617–637.
Jiang, X., Sawaki, Y., & Sabatini, J. (2012). Word reading efficiency, text reading fluency, and reading comprehension among Chinese learners of English. Reading Psychology, 33(4), 323–349.
Joyce, P. (2018). L2 vocabulary learning and testing: The use of L1 translation versus L2 definition. The Language Learning Journal, 46(3), 217–227.
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Laufer, B. (1990). Ease and difficulty in vocabulary learning: Some teaching implications. Foreign Language Annals, 23(2), 147–155.
Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied linguistics, 29(4), 694–716.
Lee, H., & Lee, J. H. (2015). The effects of electronic glossing types on foreign language vocabulary learning: Different types of format and glossary information. The Asia–Pacific Education Researcher, 24(4), 591–601.
Lee, J. W., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. Tesol Quarterly, 31(4), 713–739.
Lin, C. C., & Huang, H. M. (2008). Meaning-inferred gloss and meaning–given gloss on incidental vocabulary learning. Journal of National Taiwan Normal University: Humanities & Social Sciences, 53(2), 87–116.
Ma, Y. H., & Lin, W. Y. (2015). A study on the relationship between English reading comprehension and English vocabulary knowledge. Education research international, 9, 1–14.
Martin-Chang, S. L., Levy, B. A., & O’Neil, S. (2007). Word acquisition, retention, and transfer: Findings from contextual and isolated word training. Journal of Experimental Child Psychology, 96(1), 37–56.
Nagata, N. (1999). The effectiveness of computer-assisted interactive glosses. Foreign Language Annals, 32(4), 469–479.
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