an article by Nashmineh Moradi, Hamid Gholami (affiliation(s) not known) published in Journal of Studies in Education
Volume 6 Number 3 (2016)
Abstract
The aim of the present study was to figure out if there are any differences between monolinguals, bilinguals and trilinguals regarding their working memory capacity. This study was exposed fact in design and was a quantitative correlational study.
For the purpose of this study, 90 Iranian participants were selected from different universities and foreign language institutes. For all monolingual samples Persian was their only language, for bilinguals Persian was their first language and Kurdish was their second language, and trilinguals were participants with the ability, in addition to Persian and Kurdish, to speak in English.
The results of the three research questions indicated that monolinguals and bilinguals had no significant difference regarding their working memory capacity, the result was the same for monolinguals and trilinguals, but there was a significant difference between bilinguals and trilinguals in their working memory capacity.
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Showing posts with label language_learning. Show all posts
Showing posts with label language_learning. Show all posts
Tuesday, 15 November 2016
Wednesday, 31 October 2012
Comparing vocabulary learning of EFL learners by using two different strategies (mobile learning vs. flashcards)
an article by Mahnaz Saeidi and Mohammad Amin Mozaheb (affiliation(s) not provided) published in International Journal of Mobile Learning and Organisation Volume 5 Number 3/4 (2012)
Abstract
Vocabulary learning is one of the most important aspects of language learning. There are a number of techniques and technologies which enhance vocabulary learning in the year 2012, e.g. wordlists, flashcards and m-learning.
Mobile phones are among those devices which not only meet the expectations of their users for communication, but are also good devices for language learning. Mobile phones can be used anywhere and any time, and students are free to use them inside or outside the classroom setting.
The present study compared the use of two strategies for vocabulary learning (i.e. flashcards and m-learning) among 80 students studying English Literature and Translation at BA level in a non-profit, non-governmental university in the city of Tehran, the capital of Iran.
The findings showed that the use of mobile phones for language learning and vocabulary learning would be a better strategy compared to the use of other paramount techniques, such as flashcards.
Abstract
Vocabulary learning is one of the most important aspects of language learning. There are a number of techniques and technologies which enhance vocabulary learning in the year 2012, e.g. wordlists, flashcards and m-learning.
Mobile phones are among those devices which not only meet the expectations of their users for communication, but are also good devices for language learning. Mobile phones can be used anywhere and any time, and students are free to use them inside or outside the classroom setting.
The present study compared the use of two strategies for vocabulary learning (i.e. flashcards and m-learning) among 80 students studying English Literature and Translation at BA level in a non-profit, non-governmental university in the city of Tehran, the capital of Iran.
The findings showed that the use of mobile phones for language learning and vocabulary learning would be a better strategy compared to the use of other paramount techniques, such as flashcards.
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