Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs
Teachers’ ideas, their views of the world, their values and conceptions of their environment will affect seriously on their actions in the classroom. And these actions consequently will lead to some reactions in learners which cannot be separated from those of teachers. So based on the importance of these insights and views, the current paper investigates the effects of language teachers’ beliefs on learners’ intake in language learning classrooms. Among different areas of language learning, vocabulary was selected to examine because of its significant role in learning to communicate through language. So the research attempts to identify which one of the teachers' lexicon teaching beliefs is more effective in enhancing learners' vocabulary intake. The beliefs which are under question are divided into two groups: Memory-based and Function-based beliefs about teaching lexicon. The purpose of the study is to examine the effects of teachers’ actions (closely related to their stated beliefs) on learning vocabulary by Iranian EFL learners. 100 learners and their teachers were selected randomly based on Morgan’s table for sampling. The findings indicate that: a) the learners who were taught by teachers that placed more emphasis on function-based beliefs are more successful in learning lexicon than those who were taught by teachers focusing more on Memory-based beliefs; b) the result is the same for both genders.
Mozhgan Alsadat Ghaffarzadeh Hassankiadeh,
Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs, International Journal of Language and Linguistics. Special Issue: Language Teaching and Learning Key Principles (LTLKP).
Vol. 1, No. 4-1,
2013, pp. 11-19.
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