| Peer-Reviewed

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

Published: 14 June 2014
Views:       Downloads:
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), 2014. Published by Science Publishing Group

Keywords

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

References
[1] Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.
[2] Allison, B., O’Sullivan, T., Owen, A., Rice, J., Rothwell, A.,& Saunders, C. (1996). Research skills for students. London: Kegan Paul.
[3] Anderson, L., & Bird, T. (1995). How three prospective teachers construed three cases of teaching. Teaching & Teacher Education, 11(5), 479-499.
[4] Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
[5] Best,W.J and Kahn,V. J. (2000).Research in education.(10th Ed.).Pearson education Inc:118-119
[6] Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36: 91. Retrieved 14 September 2012 from: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=151137.http://dx.doi.org/10.1017/S0261444803001903
[7] Borg, S. (2012). Interview: Teacher cognition and language teacher education: Beliefs and practice. A conversation with Simon Borg. Interview by M. Birello. Bellaterra Journal of teaching & Learning Language & Literature, 5(2), 88-94.
[8] Borko, H., Eisenhart, M., Brown, C. A. et al. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in Mathematics Education, 23, 194-222.
[9] Brand, B., & Wilkins, J. (2007). Using self-efficacy as a construct for evaluating science and mathematics methods courses. Journal of Science Teacher Education, 18(2), 297-317. Retrieved 15 September 2012 from: http://www.citeulike.org/journal/klu-jste/. http://dx.doi.org/ 10.1007/s10972-007-9038-7
[10] Brookhart, S. M., & Freeman, D. J. (1992).Characteristics of entering teacher candidates. Review of Educational Research, 62(1), 37-60. Retrieved 12 September 2012 from: http://www.jstor.org/action/doBasicSearch?filter=&Query=&Search.x=5&Search.y=8&wc=on
[11] Brown, T. S. & Perry. F. L. (1991). A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly; 25: 655-670. http://dx.doi.org /10.2307/3587081
[12] Calderhead, J. (1991). The nature and growth of knowledge in student teaching. Teaching and Teacher Education, 7(5/6), 531-35.
[13] Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher Education, 7(1), 1-8.
[14] Chan, K., & Elliot, R. (2004).Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831. http://dx.doi.org/10.1016/j.tate.2004.09.002
[15] Cohen, A. D., & Fass, L. (2001). Oral language instruction: Teacher and learner beliefs and the reality in EFL classes at a Colombian University. Research report. Department of English and Second Language, University of Minnesota, February 2001.
[16] Cummins, J. (1994). The acquisition of English as a second language. In K. Spangenberg-Urbschat & R. Pritchard (Eds.), Kids come in all languages: Reading instruction for ESL students (pp. 36–62). Newark, DE: International Reading Association.
[17] Dornyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. London: Lawrence Erlbaum.
[18] Ghaffarzadeh Hassankiadeh, M. A .(a). 2012. The effect of teachers' lexicon teaching beliefs on EFL learners’ vocabulary Intake. Journal of Education and Learning, 1(2):156-160. http://dx.doi.org/10.5539/jel.v1n2p
[19] Ghaffarzadeh Hassankiadeh, M.,A.(b). 2012. Function-based V.S Meaning-based beliefs in teaching vocabulary. Bellaterra Journal of Teaching & Learning Language & Literature.5(4): 20-41. http://revistes.uab.cat/jtl3/article/view/483/551
[20] Gu, P.Y. (2003). Fine brush and freehand: the vocabulary-learning art of two successful Chinese EFL learners. TESOL Quarterly, 37(1): 73-104. http://dx.doi.org /DOI: 10.2307/3588466
[21] Gu, P. Y. (2005). Vocabulary learning strategies in the Chinese EFL context. Singapore: Marshall Cavendish.
[22] Harrison, A. (1983). A Language testing handbook. London & Basingstoke: Macmillan Press Ltd.
[23] Holt-Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in coursework. American Educational Research Journal; 29(2): 325-349. Retrieved 5 September 2012 from: http://www.deepdyve.com/lp/sage/personal-history-based-beliefs-as-relevant-prior-knowledge-in-course-ZxdT1ZXsMc
[24] Horwitz, E.K., (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals; 18(4): 333-340. http://dx.doi.org/ 10.1111/j.1944-9720.1985.tb01811.x
[25] Kagan, D. M. (1992). Implication of research on teacher belief. Educational psychologist, 27(1), 65. http://dx.doi.org /10.1207/s15326985ep2701_6
[26] Laufer, B. (1986). Possible changes in attitude towards vocabulary acquisition research. International Review of Applied Linguistics in Language Teaching, 24, 69-75.
[27] Milner, H. R. (2005). Stability and change in US prospective teachers' beliefs and decisions about diversity and learning to teach. Teaching and Teacher Education, 21(7), 767-786. Retrieved from: http://www.sciencedirect.com/science/article/pii/S0742051X05000697. http://dx.doi.org/10.1016/j.tate.2005.05.010
[28] Minor, L.C., Onwuegbuzie, A.J., Witcher, A.E., & James, T.L. (2001, November).Trends in teacher candidates’ educational beliefs. Paper presented at the Annual Meeting of the Mid-south Educational Research Association, Little Rock, AR.
[29] Nation, I. S. P. (1990).Teaching and learning vocabulary. Boston, MA: Heinle & Heinle.
[30] National Reading Panel. (2000). Report of the national reading panel: Teaching children to read. Washington, D.C.: National Institute of Child Health and Human Development.
[31] Ozgun-Koca, S. A., & Sen, A. I. (2006). The beliefs and perceptions of pre-service teachers enrolled in a subject-area dominant teacher education program about "effective education. Teaching and Teacher Education, 22(7):946-960.Retrieved 10 September 2012 from: http://www.sciencedirect.com/science/article/pii/S0742051X06000692.http://dx.doi.org/10.1016/j.tate.2006.04.036
[32] Pajares, M. F. (1992). Teachers’ beliefs and educational research. Review of Educational Research, 62(3): 307-332. Retrieved 10 September 2012 from: http://www.jstor.org/action/doBasicSearch?filter=&Query=&Search.x=5&Search.y=8&wc=on
[33] Pajares, F. (1993). Preservice teacher beliefs: A focus for teacher education. Action in Teacher Education, 15(2), 45-54.
[34] Palmer, D. (2006). Durability of changes in self-efficacy of pre service primary teachers. International Journal of Science Education, 28(6), 655-671. Retrieved 12 September 2012 from :http://www.tandfonline.com/toc/tsed20/28/6/. http://dx.doi.org/10.1080/09500690500404599
[35] Pohan, C., & Adams, C. (2007). Increasing family involvement and cultural understanding through a university school partnership. Action in Teacher Education, 29(1), 42-50. Retrieved 15 September 2012 from: http://www.tandfonline.com/doi/abs/10.1080/01626620.2007.10463438.http://dx.doi.org/10.1080/01626620.2007.10463438
[36] Richards, J. C. (1980). The role of vocabulary teaching. In K. Croft (Ed.), Readings in English as a second language: For teachers and teacher trainers, 2nd ed. (pp. 424-438). Cambridge, MA: Winthrop.
[37] Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education. New York: Macmillan Library Reference USA, and Simon & Schuster Macmillan.
[38] Rifkin, B. (2000). Revising beliefs about foreign language learning. Foreign Language Annals, 33(4): 394-420. http://dx.doi.org /10.1111/j.1944-9720.2000.tb00621
[39] Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
[40] Smith, M. K. (1941). Measurement of the size of general English vocabulary through the elementary grades and high school. Genetic Psychological Monographs, 24, 311–345.
[41] Torff, B. (2003). Developmental changes in teachers' use of higher-order thinking and content knowledge. Journal of Educational Psychology, 95(3), 563-569. Retrieved 12 September 2012 from: http://psycnet.apa.org/journals/edu/95/3/563/. http://dx.doi.org /10.1037/0022-0663.95.3.563
[42] Wubbels, T. (1992). Taking account of student teachers' preconceptions. Teaching and Teacher Education, 8, 137-49.
[43] Zheng, H. (2009). A review of research on EFL pre-service teachers’ beliefs and practices. Journal of Cambridge Studies; 4.(1): 79.Retrived 10 September 2012 from: http://journal.acs-cam.org.uk/
Cite This Article
  • 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

    Copy | Download

    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

    Copy | Download

    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

    Copy | Download

  • @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

Author Information
  • Islamic Azad University, Tonekabon Branch, Iran

  • Sections