Can Working Memory Be Trained through Learning an Additional Language? the effects of TPR versus PPP
سال انتشار: 1401
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 110
فایل این مقاله در 16 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_ELT-14-30_018
تاریخ نمایه سازی: 10 دی 1401
چکیده مقاله:
Given the seemingly important link between children’s working memory (WM) and their scholastic performance, it would be a worthwhile research enquiry to explore language learning as one potential way to improve WM. To this end, the present study examined the impact of two language teaching paradigms, namely, Presentation-Practice-Production (PPP) and Total Physical Response (TPR), on children’s WM over time. Seventy participants, aged ۸ to ۹ years, were administered tests of phonological, visuo-spatial sketchpad and central executive components, and made up TPR, PPP and control groups for a period of three months. Then, a posttest and a delayed posttest were administered to identify whether the treatments led to significant improvements. The results of the ۳ WM measures indicated that the ۲ interventions led to certain improvements. Whereas TPR led to significant improvements in the central executive, PPP produced significantly higher gains in phonological memory over time. Neither treatment induced any positive impact on the visuospatial sketchpad. The results lend evidence to the trainability of WM. It is also suggested that language learning experiences have long-lasting repercussions and that each language learning experience can impact certain components of WM.
کلیدواژه ها:
presentation-practice-production (PPP) ، total physical response (TPR) ، working memory (WM) ، WM components ، WM training
نویسندگان
Maryam Ranjbar
English Language & Literature Department, University of Isfahan, Isfahan, Iran.
Azizollah Dabaghi Varnosfadrani
English Language & Literature Department, University of Isfahan, Isfahan, Iran.
Mohammad Taghi Shahnazari Dorcheh
English Language & Literature Department, University of Isfahan, Isfahan, Iran.
مراجع و منابع این مقاله:
لیست زیر مراجع و منابع استفاده شده در این مقاله را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود مقاله لینک شده اند :