1.1.2. Definitions of vocabulary………………………………………………………………………………….. 14

 

 

1.1.3. Second Language Vocabulary…………………………………………………………………………… 15

 

 

1.1.4. Definition of the technical terms: Verbal and Visual Techniques………………………… 16

 

 

1.1.4.1. Verbal language features………………………………………………………………………………… 16

 

 

1.1.4.2. Visual language features………………………………………………………………………………… 17

 

 

1.1.5. Significance in language learning……………………………………………………………………….. 18

 

 

1.1.6. Statement of the Problem………………………………………………………………………………….. 19

 

 

1.1.7. Research questions…………………………………………………………………………………………… 20

 

 

1.1.8. Research Hypotheses. 20

 

 

1.1.9. Organization of the study………………………………………………………………………………….. 21

 

 

Chapter Two: Review of Literature

 

 

2.1. Literature review………………………………………………………………………………………………….. 23

 

 

2.1.1. Background to vocabulary teaching………………………………………………………………….. 23

 

 

2.1.2. Vocabulary and Its Importance………………………………………………………………………… 27

 

 

2.1.3. EFL Vocabulary. 29

 

 

2.1.3.1. Definition of Vocabulary……………………………………………………………………………….. 29

 

 

2.1.3.2. Types of Vocabulary. 29

 

 

2.1.3.3. The Role of Vocabulary in TEFL…………………………………………………………………… 30

 

 

2.1.4. Factors Affecting Vocabulary Learning and Retention………………………………………. 31

 

 

2.1.5. What does it mean to know a word?………………………………………………………………… 32

 

 

2.1.6. Verbal and visual techniques of vocabulary teaching…………………………………………. 35

 

 

2.1.7. What is visual instruction in new vocabulary learning?……………………………………… 38

 

 

2.1.8. The effect of synonymy on L2 vocabulary achievement 40

 

 

2.1.9. The effect of exemplification on vocabulary achievement………………………………….. 41

 

 

2.1.10. The effect of visual aids on vocabulary achievement……………………………………….. 43

 

 

Chapter Three: Methodology

 

 

3.1. Introduction………………………………………………………………………………………………………… 48

 

 

 

3.2. Participants. 48

 

 

3.3. Instruments. 49

 

 

3.3.1. Visual and verbal……………………………………………………………………………………………… 49

 

 

3.4. Data Colection Procedure……………………………………………………………………………………. 50

 

 

3.5. Data analysis………………………………………………………………………………………………………. 52

 

 

Chapter Four: Results and Discussion

 

 

4.1. Introduction. 55

 

 

4.2. Results and discussion…………………………………………………………………………………………. 55

 

 

4.2.1. Semiotics and vocabulary teaching……………………………………………………………………. 62

 

 

4.2.2. Dual coding theory (DCT)………………………………………………………………………………… 63

 

 

4.2.3. Cognitive load theory (CLT) 65

 

 

Chapter five: Summary and Conclusion

 

 

5.1. Discussion. 68

 

 

5.2. Procedure……………………………………………………………………………………………………………. 68

 

 

5.3. Conclusion. 70

 

 

5.4. Future Directions…………………………………………………………………………………………………. 72

 

 

5.5. Limitations………………………………………………………………………………………………………….. 73

 

 

5.6. Recommendations to School Administrations and Supervisors. 74

 

 

5.7. Recommendations to Teachers of English……………………………………………………………. 74

 

 

5.8. Summary. 74

 

 

References………………………………………………………………………………………………………………….. 77

 

 

Appendices. 82

 

 

 

List of Table

 

 

Table 4.1. pretest score means of the groups under study…………………………………………… 57

 

 

Table 4.2.pretest scores means…………………………………………………………………………………… 57

 

 

Table 4.3. Posttest scores……………………………………………………………………………………………. 58

 

 

Table 4.4. estimating posttest scores based on AVNOVA method……………………………… 58

 

 

Table 4.5. Pretest and posttest raw scores of groups 1, 2, and 3………………………………….. 59

 

 

 

List of Figure

 

 

Figure4.1.Vocabulary achievement of three experimental groups in pre and posttest      61

 

 

 

Abstract

 

 

This report investigated the sensible impact of verbal, visual and a combination of verbal-visual techniques on vocabulary enhancement of Iranian high school students in Sirvan (Iran). The subjects were 60 male native speakers of Persian and Kurdish in intermediate level of L2 proficiency ranging in age from 15 to17. In order to have homogeneous groups, the students last year scores were look at between the three groups of 12-17, there part. In order to state the reliability of this test, the split –half method was utilized .The second one was question elicited demographic information such as names, age and job of father. They were selected from among seven classes and divided into three groups of 20, namely group 1, 2 and 3.The classes were held two days in a week, each day one hour, in Winter, 2014. The lexical items were taught to experimental groups by verbal (synonymy and exemplification), visual (pictures, flashcards, blackboard drawings and photographs) and verbal-visual techniques respectively. Put another way, group1 was treated by using visual aids (pictures, photographs, and flash cards), groups 2 was treated by verbal techniques (synonyms and exemplification). For this group no aids were used, but rather they used exemplification and synonyms, group2 was treated by using visual aids (pictures, photographs, and flash cards). For group 3, verbal and visual techniques were used complementary to convey meaning of the lexis. During the ten sessions of the treatment, 70 vocabularies were instructed to the three groups, Results of one way ANOVA showed that when verbal or visual techniques were used alone, verbal techniques manifested more vocabulary acquisition than visual modality and among three techniques employed in this study, complementary use of verbal-visual techniques was the most effective. It may be concluded that in directing the learners toward the ability of vocabulary skill, teachers should not solely rely on verbal cues and can benefit to a large extent from non-verbal aids. Results obtained from this study may have pedagogical implications in the areas of syllabus design and teaching methodology.

 

 

 

Keywords: Vocabulary achievement, Verbal techniques, Visual techniques, EFL

 

Chapter One:
Introduction

 

 

1.1.Introduction

 

 

 

 

 

1-5-1 Reading Comprehension. 18

 

 

1-5-2 Critical Thinking. 18

 

 

1-5-3 Analysis. 18

 

 

1-5-4 Inference. 19

 

 

1-6 Significance of the study. 20

 

 

1-7 Limitation and Delimitations of the Study. 27

 

 

1-8 Assumptions. 27

 

 

CHAPTER ΙΙ: Review of the Related Literature

 

 

2-1 Introduction. 29

 

 

2-2 Thinking. 29

 

 

2-2-1 Types of Thinking. 33

 

 

2-3 A brief History of the Idea of Critical Thinking. 37

 

 

2-3-1 What Is Critical Thinking?. 41

 

 

2-3-2 Characteristics of the Critical Thinker 46

 

 

2-3-3 Critical Thinking Skills and Dispositions. 50

 

 

2-3-3-1 Inference and Analysis. 57

 

 

2-4 Teaching Critical Thinking. 59

 

 

2-4-1 How to Teach Critical Thinking. 62

 

 

2-5 Advantages of Critical Thinking. 67

 

 

2-6 Problems in Teaching Critical Thinking. 70

 

 

2-7 Language and Thought 73

 

 

2-8 Reading Comprehension. 77

 

 

2-8-1 Reading. 79

 

 

2-8-2 Comprehension. 81

 

 

2-8-3 Nature of Reading. 83

 

 

2-9 Theories in Second Language Reading. 84

 

 

 

2-9-1 Process Approach. 84

 

 

2-9-2 Schema Theory. 86

 

 

2-10 Reading Processing. 88

 

 

2-10-1 Bottom-up Processing. 88

 

 

2-10-2 Top-down Processing. 89

 

 

2-10-3 Interactive Processing. 89

 

 

2-11 Reading Comprehension Strategies. 90

 

 

2-11-1 How to Teach Reading Comprehension by Inference and Analysis. 92

 

 

2-12 Models of Reading. 97

 

 

2-12-1 Bottom-up Models. 97

 

 

2-12-2 Top-down Models. 98

 

 

2-12-3 Interactive Models. 99

 

 

2-13 Types of Reading. 100

 

 

2-13-1 Intensive Reading. 100

 

 

2-13-2 Extensive Reading. 101

 

 

2-13-3 Scanning and Skimming Reading. 102

 

 

2-13-4 Receptive and reflective Reading. 103

 

 

2-14 Critical Reading. 103

 

 

2.14.1 Approaches to Critical Reading. 106

 

 

2-15 Related Studies on Critical Thinking and Reading Comprehension  107

 

 

CHAPTER III: Methodology

 

 

3-1 Introduction. 113

 

 

3-2 Participants. 114

 

 

3-3 Instrumentation. 115

 

 

3-3-1 PET. 115

 

 

3-3-2 Reading Comprehension Pre-Treatment Test 116

 

 

3-3-3 Reading Comprehension Post-Test 117

 

 

3-3-4 Instructional Materials. 118

 

 

3-3-4-1 Course Book. 118

 

 

3-3-3-2 Pamphlet 118

 

 

3-3-4 Procedure. 118

 

 

3-3-6 Data Analysis. 136

 

 

CHAPTER IV: Results and Discussion

 

 

4-1 Introduction. 138

 

 

4-2 Participant Selection. 139

 

 

4-2-1 Descriptive Statistics of the Piloting PET Proficiency Test 140

 

 

4-2-2 Descriptive Statistics of the PET Proficiency Test 141

 

 

4-2-3 Dividing the Participants into Two Groups. 143

 

 

4-3 Pre-treatment Test 146

 

 

4-4 Post-test 151

 

 

4-5 The Results of Testing the Null Hypothesis. 154

 

 

4-6 Discussion. 156

 

 

CHAPTER V:  Conclusion, Pedagogical Implications

 

 

5-1 Introduction. 162

 

 

5-2 Summary of the Findings. 162

 

 

5-3 Conclusion. 164

 

 

5-4 Pedagogical Implications. 165

 

 

5-5 Suggestions for Further Research. 168

 

 

References. 171

 

 

APPENDICES

 

 

Appendix A.. 194

 

 

Appendix B.. 195

 

 

Appendix C.. 214

 

 

Appendix D.. 224

 

 

LIST OF TABLES

 

 

Table 4-1 Descriptive Statistics for PET Proficiency Test piloting. 139

 

 

Table 4-2 Reliability of the PET Proficiency Test Piloting. 139

 

 

Table 4-3 Descriptive Statistics for PET Proficiency Test 140

 

 

Table 4-4 Reliability of the PET. 141

 

 

Table 4- 5 Inter-rater Correlation for Writing Section of the PET. 141

 

 

Table 4-6 Descriptive statistics of the PET scores of the two groups at the outset 142

 

 

Table 4-7 the Results of Normality Check of the Distribution of scores on PET. 143

 

 

Table 4-8 Group Statistics for Two Experimental Groups’ PET scores. 144

 

 

Table 4-9 Independent Sample T-test for Two Experimental Groups’ PET scores. 144

 

 

Table 4-10 Descriptive Statistics for the Results of the Pre-treatment Test 145

 

 

Table 4-11 Results of Normality of Distribution of Scores for Reading Comprehension Pre-treatment Test 147

 

 

Table 4-12 Results of Normality of Distribution of Scores for Reading Comprehension Pre-treatment Test 147

 

 

Table 4-13 Group Statistics T- Test for Pre-treatment Test 148

 

 

Table 4-14 Independent Samples T- Test for Pre-treatment Test 148

 

 

Table 4-15 Descriptive statistics for the results of the post-test 150

 

 

Table 4-16 Results of Normality of Distribution of Scores for Reading Comprehension Post-test 150

 

 

Table 4- 17 Results of Skewness Ratio for Reading Comprehension Post-test 150

 

 

Table 4-18 Group Statistics of Two Experimental Groups on the Post-test 153

 

 

Table 4-19 Independent Samples t-Test of Two Experimental Groups on the Post-test 153

 

 

 

 

 

                                             LIST OF FIGURES

 

 

Figure 2-1 Elements of Thought (Elder & Paul, 2007) 30

 

 

 

 

Sources of Language Learning Anxiety. 18

 

Language Learning Anxiety and Gender 20

 

Motivation by Definition. 22

 

Types of Motivation. 24

 

Intrinsic Motivation. 25

 

Extrinsic Motivation. 26

 

Motivation and Language Learning. 26

 

Language Proficiency. 29

 

Empirical Studies Done in the Field. 30

 

Anxiety and Language Learning. 30

 

Motivation and Language Learning. 39

 

Anxiety and Foreign Language Motivation. 42

 

Final Remarks on Literature. 44

 

 

 

. 47

 

Introduction. 48

 

Participants. 48

 

Instruments. 49

 

Data Collection Procedures. 51

 

Data Analysis Procedures. 53

 

Design of the Study. 54

 

 

 

55

 

Introduction. 56

 

Results of the Study. 56

 

Participants’ Anxiety Level in Language Classrooms. 56

 

Relationship between the Participants’ Level of Anxiety and Motivation  60

 

Participants’ Scores on Motivation Questionnaire. 60

 

Relationship between the participants’ language proficiency, level of               anxiety, and motivation. 62

 

Participants’ Performance in the Proficiency Test 63

 

Relationship Between the Participants’ Language Proficiency & Their         Level of Anxiety. 65

 

Relationship Between the Participants’ Language Proficiency &  their            motivation. 67

 

Gender Differences Concerning Anxiety, Motivation, and Language               Proficiency Level of Iranian Intermediate EFL Learners. 70

 

Motivation, and English Proficiency. 75

 

Discussion of Findings. 78

 

 

 

82

 

Introduction. 83

 

Summary. 83

 

Conclusion. 85

 

 

Pedagogical Implications. 88

 

Limitations of the Study. 89

 

 

 

References. 91

 

Appendices. 100

 

Appendix I: Foreign Language Classroom Anxiety Scale. 101

 

Appendix II: Attitude/Motivation Test Battery. 103

 

Appendix III:English Language Proficiency Test 106

 

 

 

List of Tables

 

Participants’ Demographic Statistics. 56

 

Descriptive Statistics of the Participants’ Level of Anxiety. 57

 

Anxiety Groups. 57

 

Participants’ Distribution in Anxiety Groups. 58

 

ANOVA Results for Group Differences. 59

 

Descriptive Statistics for Participants’ Motivation. 60

 

Participants’ Motivation in the Anxiety Groups. 61

 

Correlation between Language Learning Anxiety and Motivation. 61

 

Descriptive Statistics for the Participants’ Scores in the proficiency test 61

 

Male and Female Participants’ Scores in the Proficiency Test 61

 

-test for Male and Female Performance in       the Proficiency Test 64

 

Participants’ English Proficiency in the Anxiety Groups. 65

 

Correlation Between Language Learning Anxiety and English Proficiency. 65

 

Motivation Groups. 67

 

Participants’ Distribution in Motivational Groups. 67

 

Participants’ English Proficiency in the Motivational Groups. 68

 

Correlation Between Motivation and English Proficiency. 69

 

Males’ and Females’ Level of Anxiety. 70

 

-test for Differences in Males and Females’ Level of        Anxiety. 71

 

Distribution of Males and Females in Anxiety Groups. 71

 

Males’ and Females’ Motivation. 72

 

-test for Differences in Males and Females’ Level of       Motivation. 73

 

Distribution of Males and Females in Motivational Groups. 73

 

Correlation Between Males’ Anxiety, Motivation, and English Proficiency  75

 

Correlation Between Females’ Anxiety, Motivation, and English                         proficiency. 76

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ABSTRACT

 

 

 

Delimitation. 16

 

 

CHAPTER II 17

 

 

Review of the Related Literature. 17

 

 

2.1 Introduction. 18

 

 

2.2 Thinking. 18

 

 

2.3Characteristics of a Critical Thinker. 19

 

 

2.4 Critical Thinking Skills. 21

 

 

2.5. Teaching Critical Thinking. 22

 

 

2.5.1. How to Teach Critical Thinking. 23

 

 

2.5.1.1. Critical Thinking and Inferences. 25

 

 

2.5.1.2. Critical Thinking about Points of View.. 25

 

 

2.5.1.3. Purpose. 26

 

 

2.5.1.4. Evidence. 26

 

 

2.5.1.5. Beliefs. 26

 

 

2.5.1.6. Conclusions and Decisions. 26

 

 

2.5.1.7. Assumption. 26

 

 

2.6. Evaluation of the Quality of Translation. 27

 

 

26.1 The History of Translation and TQA.. 30

 

 

2.6.2The Main Approaches toward TQA.. 35

 

 

2.6.2.1Mentalist Views. 35

 

 

2.6.2.2 Response Based Approaches. 35

 

 

2.6.2.2.1 Behaviorist Views. 35

 

 

2.6.2.3 Text and Discourse Based Approaches. 36

 

 

2.6.2.4 Functionalist Approaches: Skopos Relate Approach. 36

 

 

2.6.2.5. Literature-oriented Approaches: 36

 

 

2.5.2.5.1 Descriptive Translation Studies. 36

 

 

 

2.6.2.5.2 Post-Modernist and Deconstructionist Thinking. 37

 

 

2.6.2.6 Linguistically-Oriented Approaches. 37

 

 

2.6.2.6.1 A Functional Pragmatic Model of Translation Evaluation: 38

 

 

2.7. Different Models of Evaluating Students’ Translations. 39

 

 

27.1 Farahzad‘s Model of TQA.. 39

 

 

2.7.2. Waddington‘s Model of TQA.. 40

 

 

2.7.3 Al-Qinai‘s Model of TQA.. 43

 

 

2.7.4. Sainz’s Model of TQA.. 44

 

 

2.8. Conclusion. 45

 

 

Chapter III 47

 

 

Methodology. 47

 

 

3.1. Introduction. 48

 

 

3.2. Participants. 48

 

 

3.3 Instruments. 49

 

 

3.3.1. Instructional Material 49

 

 

3.3.2. Preliminary English Test (PET). 49

 

 

3.3.3. Pre Translation Production Test. 50

 

 

3.3.7. Post Translation Production Test. 50

 

 

3.4. Procedure. 51

 

 

3.5. Design of the Study. 54

 

 

3.6. Statistical Analysis. 54

 

 

CHAPTER IV.. 55

 

 

Results and Discussion. 55

 

 

4.1. Introduction. 56

 

 

4.2. Participant Selection. 56

 

 

4.3. Discussion. 71

 

 

CHAPTER V.. 73

 

 

CONCLUSIONS AND PEDAGOGICALIMPLICATIONS. 73

 

 

5.1. Introduction. 74

 

 

5.2. Conclusion. 74

 

 

5.3. Pedagogical Implications. 75

 

 

5.4 Suggestions for Further Research. 75

 

 

References. 77

 

 

References. 78

 

Abstract

 

 

This study was conducted to investigate whether critical thinking had any significant effect on translation performance of translations students. To this end, 75 male and female English translation students at the 7th semester at BA level were chosen from Azad University, Shahr-e-Ghods branch. The participants were non-randomly selected on the basis of the scores they obtained on a pre-piloted Preliminarily English Test (PET) and a translation test before conducting the study. The division of the participants to the experimental and control groups was done randomly..Both experimental and control groups were taught using the same material in  translation classes and they received the same amount of instruction .The only difference was some techniques of critical thinking that were  taught to the experimental group to be used in their translation. A posttest of translation was given to the participants after the treatment, and the results of the data analyses showed that there was no statistically significant difference between the two groups in terms of their posttest performance

 

CHAPTER I

 

 

BACKGROUND AND PURPOSE

 

 

 

 

 

 

AKNOWLEDGEMNENTS                                                                                   iv

 

 

 

 

 

DECLARATION                                                                                                    v

 

 

 

 

 

TABLE OF CONTNETS                                                                                       vi

 

 

 

 

 

LIST OF TABLES                                                                                                  vii

 

 

 

 

 

ABSTARCT                                                                                                            xi

 

 

 

 

 

CHAPTER ONE: Introduction                                                                                 1

 

 

 

 

 

    1.1 Background and purpose                                                                                 1

 

 

 

 

 

    1.2 Statement of the problem                                                                                4

 

 

 

 

 

    1.3 Research questions                                                                                          5

 

 

 

 

 

    1.4 Research hypotheses                                                                                       5

 

 

 

 

 

    1.5 Significance of the study                                                                                6

 

 

 

 

 

    1.6 (De)Limitations of the study                                                                          8

 

 

 

 

 

    1.7 Definition of  Key Terms                                                                               9

 

 

1.7.1 Learner autonomy                                                                            9

 

 

1.7.2 Project works                                                                                  10

 

 

 

 

 

 

 

 

 

CHAPTER TWO: Review of Literature                                                                11

 

 

   2.1. Theoretical Background & Concepts                                                           11

 

 

 

 

 

 

 

    2.1 Overview                                                                                                     32

 

 

 

 

 

 

 

 

CHAPTER THREE: Methodology                                                                       34

 

 

 

 

 

 

 

    3.1 Overview                                                                                                     34

 

 

 

 

 

    3.2 Participants and setting                                                                                  34

 

 

 

 

 

    3.3 Instrumentation                                                                                              34

 

 

 

 

 

              3.3.1. Power points                                                                                    36

 

 

 3.3.2. Students’ logbooks                                                                                      38

 

3.3.3. Posters and wall newspapers                                                                      40

 

3.3.4. Preparing brochure or pamphlets                                                                41

 

3.3.5. Making authentic material for future use in the classroom                        41

 

3.4 Procedure                                                                                                                   42

 

 

 

 

 

 

 

 

 

 

 

 

 

    3.5 Study design                                                                                                   51

 

 

 

 

 

CHAPTER FOUR: Results and Discussions                                                           52

 

 

 

 

 

    4.1 Overview                                                                                                       64

 

 

 

 

 

 

 

 

 

 

CHAPTER FIVE: Conclusions                                                                               72

 

 

 

 

 

    5.1 Overview                                                                                                       72

 

 

 

 

 

    5.2 Summary of the findings                                                                               73

 

 

 

 

 

    5.3 Conclusions                                                                                                   74

 

 

 

 

 

    5.4 Pedagogical implications                                                                               76

 

 

 

 

 

    5.5. Suggestions for further research                                                                  77

 

 

 

 

 

REFERENCES                                                                                                       78

 

 

 

 

 

APPENDICES

 

 

 

 

 

 

 

 

 

 

    Appendix A  Questionnaire to investigate the Learner autonomy                      85

 

 

 

 

Appendix B   Interview questions                                                                       88

 

 

 

Appendix  C   Common reference levels                                                                 89

 

 

 

 

 

 

 

Appendix D  Projects implemented during twelve sessions in brief                   92

 

 

 

 

 

 

 

 

 

   BIO-DATA                                                                                                            113

 

 

Tile page in Farsi

 

 

 

Abstract in Farsi                                                                                                    117

 

Approval page in Farsi                                                                                                   118

 

 

 

Declaration Page in Farsi                                                                                          119

 

 

 

 

 

 

 

 

 

 

 

 

LIST OF TABLES

 

Table a- The merits of the PBL procedure in comparison to the traditional classrooms      7

 

Table b – The pre-test scores of both groups                                                                       43

 

Table c – The mean scores of the two groups on the test section                                         44

 

Table 1- Tests of Normality for experimental group                                                            53

 

Table 2- Tests of Normality for control group                                                                      54

 

Table 3- Group Statistics on autonomy                                                                                 54

 

Table 4- Independent Samples Test on autonomy                                                                55

 

Table 5- Group Statistics for reading pre-test                                                                       56

 

Table 6- Independent Samples Test for reading pre-test                                                       57

 

Table 7- Group Statistics for writing pre-test                                                                        57

 

Table 8 -Independent Samples Test for writing pre-test                                                        58

 

Table 9- Group Statistics on speaking pre-test                                                                      59

 

Table 10- Independent Samples Test on speaking pre-test                                                    61

 

Table 11- Group Statistics on listening pre-test                                                                     61

 

Table 12- Independent Samples Test on listening pre-test                                                    62