Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs

Mozhgan Alsadat Ghaffarzadeh Hassankiadeh

doi:doi:10.11648/j.ijll.s.20130101.13

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Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs

Mozhgan Alsadat Ghaffarzadeh Hassankiadeh

Published in International Journal of Language and Linguistics (Volume 1, Issue 4-1)

Received: 1 August 2014 Accepted: Published: 14 June 2014

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Abstract

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.

Published in	International Journal of Language and Linguistics (Volume 1, Issue 4-1) This article belongs to the Special Issue Language Teaching and Learning Key Principles (LTLKP)
DOI	10.11648/j.ijll.s.20130101.13
Page(s)	11-19
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Memory-Based Beliefs, Function-Based Beliefs, Teaching Lexicon, Vocabulary Intake, Teachers’ Beliefs

References

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Mozhgan Alsadat Ghaffarzadeh Hassankiadeh. (2014). Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs. International Journal of Language and Linguistics, 1(4-1), 11-19. https://doi.org/10.11648/j.ijll.s.20130101.13

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Mozhgan Alsadat Ghaffarzadeh Hassankiadeh. Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs. Int. J. Lang. Linguist. 2014, 1(4-1), 11-19. doi: 10.11648/j.ijll.s.20130101.13

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AMA Style

Mozhgan Alsadat Ghaffarzadeh Hassankiadeh. Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs. Int J Lang Linguist. 2014;1(4-1):11-19. doi: 10.11648/j.ijll.s.20130101.13

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@article{10.11648/j.ijll.s.20130101.13,
  author = {Mozhgan Alsadat Ghaffarzadeh Hassankiadeh},
  title = {Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs},
  journal = {International Journal of Language and Linguistics},
  volume = {1},
  number = {4-1},
  pages = {11-19},
  doi = {10.11648/j.ijll.s.20130101.13},
  url = {https://doi.org/10.11648/j.ijll.s.20130101.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.20130101.13},
  abstract = {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.},
 year = {2014}
}

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TY  - JOUR
T1  - Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs
AU  - Mozhgan Alsadat Ghaffarzadeh Hassankiadeh
Y1  - 2014/06/14
PY  - 2014
N1  - https://doi.org/10.11648/j.ijll.s.20130101.13
DO  - 10.11648/j.ijll.s.20130101.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 11
EP  - 19
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.s.20130101.13
AB  - 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.
VL  - 1
IS  - 4-1
ER  -

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Author Information

Mozhgan Alsadat Ghaffarzadeh Hassankiadeh

Islamic Azad University, Tonekabon Branch, Iran

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APA Style

Mozhgan Alsadat Ghaffarzadeh Hassankiadeh. (2014). Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs. International Journal of Language and Linguistics, 1(4-1), 11-19. https://doi.org/10.11648/j.ijll.s.20130101.13

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ACS Style

Mozhgan Alsadat Ghaffarzadeh Hassankiadeh. Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs. Int. J. Lang. Linguist. 2014, 1(4-1), 11-19. doi: 10.11648/j.ijll.s.20130101.13

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Mozhgan Alsadat Ghaffarzadeh Hassankiadeh. Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs. Int J Lang Linguist. 2014;1(4-1):11-19. doi: 10.11648/j.ijll.s.20130101.13

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@article{10.11648/j.ijll.s.20130101.13,
  author = {Mozhgan Alsadat Ghaffarzadeh Hassankiadeh},
  title = {Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs},
  journal = {International Journal of Language and Linguistics},
  volume = {1},
  number = {4-1},
  pages = {11-19},
  doi = {10.11648/j.ijll.s.20130101.13},
  url = {https://doi.org/10.11648/j.ijll.s.20130101.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.20130101.13},
  abstract = {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.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - Different Beliefs and Teaching Vocabulary: Memory-Based V.S Function-Based Beliefs
AU  - Mozhgan Alsadat Ghaffarzadeh Hassankiadeh
Y1  - 2014/06/14
PY  - 2014
N1  - https://doi.org/10.11648/j.ijll.s.20130101.13
DO  - 10.11648/j.ijll.s.20130101.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 11
EP  - 19
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.s.20130101.13
AB  - 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.
VL  - 1
IS  - 4-1
ER  -

Copy | Download