ISLAMIC AZAD UNIVERSITY
SCIENCE AND RESEARCH
FACUALTY OF HUMANITIES
ENGLISH DEPARTMENT
A THESIS SUBMITTED IN PATRIAL FULFILLMENT OF THE
REQUIREMENT FOR THE DEGREE OF MASTER OF ARTS IN
TEACHING ENGLISH AS A FOREIGN LANGUAGE (M.A.)
Title:
The Comparative Effect of
Different Kinds of Visual Aids on Vocabulary
Development of Iranian
Elementary School Students Learning
English as a Foreign Language
Advisor:
Dr. Masoud Yazdani Moghadam
Reader:
Dr. Mona Khabiri
By:
Haniye Haghighat khah
December, ٢٠٠٩
Table of content
١
Abstract
CHAPTER I: Background and Purpose
٣
1.1. Statement of problem
۴
1.2. Research question
۵
1.3. Statement of the hypothesis
۶
1.4. Definition of key terms
۶
1.5. Significance of the study
٧
1.6. Limitation and Delimitation of the study
٩
CHAPTER II: Review of the Related Literature
١١
٢٫١. Second language acquisition
١١
٢٫١٫١. Stages of second language acquisition
١٢
٢٫٢. Children’s language learning and acquisition
١۴
٢٫٢٫١. Children as language learners
١۵
٢٫٢٫٢. Children’s instruction and development
١٧
٢٫٢٫٢٫١. Appropriate instruction
١٧
٢٫٢٫٢٫٢ Children come in all types
١٨
٢٫٢٫٣. Attributes of development
٢٫٢٫٣٫١. Supporting children’s language acquisition and
٣
١٨
١٩
learning
٢٫٢.٣٫٢. Teaching style
٢٠
٢٫٢٫۴. Developing classroom interaction strategies
٢١
٢٫٢٫۴٫١. Making input meaningful to learners
٢٢
٢٫٢٫۴٫٢. Different ways to make input comprehensible
٢٢
٢٫٢٫۴٫٣. Piaget, Vygotsky, Lantolf and Brunner’s view about
٢٣
children language learning
٢٫٢٫۴٫۴. Social Interaction and the Transformation of Practical
٣٣
Activity
٢٫٢٫۴٫۵. Krashen’s (١٩٧٨) model of language learning and
٣۶
acquisition
٢٫٢٫۴٫۵٫١. The monitor hypothesis
٢٫٢٫۴٫۶. Learning about Children’s Development and Interests
٣۶
٣٧
٢٫٣. Learning aids
٣٨
٢٫۴. Visual literacy definition
٣٨
٢٫۵. Visual Classification
۴٠
٢٫۶. Different kinds of visual aids
۴١
٢٫٧. Advantages of visual aids and improper use of visuals
۴۵
٢٫٨. The role of image on learning
۴٨
٢٫٩. Kosslyn (١٩٨١)’s theory of image
۵١
٢٫١٠. Important points about visual aids
۵١
۴
٢٫١١. Balance Activities
۵٢
٢٫١٢. Motivation
۵٣
٢٫١٢٫١. How to motivate children
۵٣
٢٫١٢٫٢. Practical Consideration
۵۵
CHAPTER III: Method
۶۴
٣.١. Overview
۶۴
٣٫٢. Participants
۶۴
٣٫٣. Instrumentations
۶۵
٣٫٣٫١. Instructional Materials
۶۵
٣٫٣٫٢. Achievement Test
۶۶
٣٫۴. Procedures
۶٧
٣٫۵. Design
۶٨
٣٫۶. Data analysis
٧٠
CHAPTER IV: Data Analysis and Discussion
٧١
۴٫١. Overview
٧١
۴٫٢. Reliability of Achievement Test
٧٢
۴.٣. Data Analysis
٧٣
CHAPTER V: Conclusions and Pedagogical Implications
۵
٨٠
۵٫١. Restatement of the problem
٨٠
۵٫٢. Interpretations and conclusions
٨٢
۵٫٣. Pedagogical implications
٨٢
۵٫٣٫١. The implications for teaching and developing EFL
٨٣
materials
۵٫۴. Suggestions for Further Research
٨۵
References
٨٨
Persian Abstract
٩۴
۶
Abstract
It is generally assumed that teaching English to children will be effective
if teachers know how language is learned. According to Toye and
Prendiville (٢٠٠٠), teachers should not rely on the spoken word only. Most
activities for the younger learners should include movement and involve
the senses. Teachers will need to have plenty of objects and pictures to
work with, and to make use of their surroundings. Teachers of young
children tend to use more plays, games, and visual activities since the
children are closer to the 'play and explore stage' of development.
The present study aimed at finding out which kinds of visual aids
(flashcards or videos) had more effect on English vocabulary development
of elementary school students learning English as a foreign language.
To conduct the study, ٩٠ male Iranian young EFL learners, who were
aged ٧, were randomly selected from one elementary school in Tehran (۴th
district), out of whom finally ۶٠ subjects took part in the study. These
pupils were randomly divided into two groups of ٣٠ students and assigned
to two experimental groups.
“Barney goes to school” video was considered as the main text for the
pupils in both experimental groups during the course which consisted of ٢٠
sessions, twice a week. Each session took about ١ hour. It is worth
mentioning that because these learners were zero beginners there was not
٧
any written pretest. The students in one of the experimental groups
received flashcards which are related to the vocabularies of "Barney goes
to school" video as the means of learning. On the contrary, another
experimental group was taught the same vocabularies through the video of
"Barney goes to school".
Finally the pupils of both experimental groups were given a post test,
which used the mixture of both flashcards and video. Data obtained were
analyzed to find out which kind of visual aids (flashcards or videos) had a
significant effect on vocabulary development of elementary children
learning English as a foreign language. On the basis of the statistical
analysis, significant differences were found among the participants in
video and flashcards. The participants in the flashcard group proved to
significantly outperform the ones in the video group on the vocabulary
posttest.
٨
REFERENCES
Adeyanju, G.A. (١٩٧٧); Creativity Learning and Learning Styles. Zaria:
Nigeria. Isola Ola & Sons.
Benson, P. J. (١٩٩٧). Problems in picturing text: A study of visual/verbal
problem solving. Technical Communication Quarterly, ۶(٢), ١۴١-١۶٠.
Branton, B. (١٩٩٩). Visual literacy literature review. Retrieved April ٢۶,
٢٠٠٩, from http://vicu.utoronto.ca/staff/branton/litreview.html
Campbell, R. (٢٠٠٣). Freedom to speak freely: A sociocultural look at the
improvisation of speech. Retrieved November ١٠, ٢٠٠۶, from
http://www.depts.washington.edu/asianll/news/events/gradcolloquium
/٢٠٠٣.pdf
Canning, C. (١٩٩٧). The Role of Pictures in Academic Testing in TESOL.
TESOL Arabia News, ۵(۵), ١٩-٢١.
Canning, C. (١٩٩٨). Visual Perception and Language Learning in TESOL.
TESOL Arabia News, ۶(١), ٨-٩.
Canning, C. (٢٠٠٠). Visual Research, Invited presentation for TESOL.
Paper presented at the TESOL Arabia ٢٠٠٠ Conference. Retrieved
April ١۴, ٢٠٠٩ from http://www.ebscohostdatabase.org/Academic
Search Elite
٩۴
Canning, C., & Wilson, L. (٢٠٠٠). Visual support and language teaching in
TESOL. TESOL Arabia News, ۵(۴), ٨.
Chanlin, L. (١٩٩٩). Gender differences and the need for visual control.
International Journal of Instructional Media, ۲۶(٣), ٣٢٩-٣٣۵.
Retrieved May ٢٣, ٢٠٠٩, from
http://www.ebscohostdatabase.org/Academic Search Elite
Ellis, R. (١٩٩٧). Second language acquisition. Oxford: Oxford University
Press.
Firth, A. & wagner, J. (٢٠٠۶). S/F language as a social accomplishment:
Elaborations on reconceptualized SLA/ Retrieved October ٢٠٠۶ from:
www.hum.aau.dk/~firth/F&Wo٧a.pdf
Fischer, B. B., & Fischer, L. (١٩٧٩). Styles in teaching and learning.
Educational leadership,۳۶ (١), ٢۵٠-٢۵١.
Hanyes, J. (٢٠٠۵). Stages of second Language Acquisition. Retrieved
February ١٩, ٢٠٠٩, from www.everythingESL.net
Herr, J., & Larson, Y. L. (٢٠٠٠). Creative resources for early childhood
classroom (٣rd Ed.). Delmar: Thomson learning.
Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (١٩٩٩).
Instructional media and technologies for learning. Upper Saddle
River, N.J.: Prentice-Hall.
٩۵
Heldenbrand, B. (٢٠٠٣). Drama techniques in English language learning.
The Korea TESOL Journal, ۶, ٢٧-٣٨.
Huong, L. P. (٢٠٠٣). The mediational role of language teachers in
sociocultural theory. English Teaching Forum, ۴۱, ٣٠-٣۵.
Jawaheer, H., & Frost, R. (٢٠٠۴). Assessing young learners. Journal of
English Teachers, ۱۳, ۶٧-٧۴.
Katz, L. (١٩٩٩). Another look at what children should be learning. Digest.
Retrieved March ١٠, ٢٠٠٩, from http://ceep.crc.uiuc.edu
Kleinman, E. B., & Dwyer, F. M. (١٩٩٩). Analysis of computerized visual
skills: Relationships to intellectual skills and achievement.
International Journal of Instructional Media, ۲۶(١), ۵٣-۶٩. Retrieved
February ١٢, ٢٠٠٩,from
http://www.ebscohostdatabase.org/professional development
collection
Krashen, S. D. (١٩٨۶). The input hypothesis: Issues and implications.
London: Longman.
Krashen, S. D. (١٩٨٧). Principles and practice in second language
acquisition. Oxford: Pergamon.
Lantolf, J. P. (٢٠٠۶). Sociocultrual theory and L٢. SSLA, ٢٨, ۶٧-١٠٩.
٩۶
Linse, C. (٢٠٠۵a). Practical English language teaching: Young learners.
New York: McGraw-Hill.
Linse, C. (٢٠٠۵b). The children’s response: TPR and beyond. English
Teaching Forum, ۴۳, ٨-١١.
Mackey, A. & Oliver, R. (٢٠٠٢). International feedback and children’s
second language development. System, ۳۰, ۴۵۴٩-۴٧٧.
Maley, A., & Duff, A. (١٩٨٢). Drama techniques in language learning (٢nd
ed.). Cambridge: Cambridge University Press.
Moon, J. (٢٠٠٠). Children learning English. London: Macmillan
Heinemann English Language Teaching.
Nixon, C., & Tomlinson, M. (٢٠٠۵). Teaching Children English in a
Dynamic, Fun, and Effective Way. Retrieved ٢٠٠۶ from:
www.cambridge.org/elt/docs/Primary_Activity_Interview٪ ٢٠version
٪ ٢٠٢.pdf
Richard, J. C., & Platt, H. (١٩٩٢). Language dictionary of language
teaching and applied linguistics. London: Longman
Robert, R. (١٩٧٢). Aims and objectives in language teaching. ELT Journal,
۲۴, ٢٢۴-٢٢٩. Retrieved march ٢۵, ٢٠٠٩, from: www.eltj.oxford
٩٧
Rowe, N (١٩٩۴) Inferring Depictions in Natural-language Captions for
Efficient Access to Picture Data, Information Processing and
Management, ۳۰(٢), ٣٨٠-٣٨٨
Scott, W. A., & Ytreberg, L. H (١٩٩٠). Teaching English to children. New
York: Longman.
Shaaban, K. (٢٠٠٠). Assessment of Young Learners’ Achievement in ESL
Classes in the Lebanon. Language, Culture and Curriculum.
Retrieved March ١٠, ٢٠٠٩, from
http://www.informaworld.com/openurl?genre=journal&issn=١٧۴٧٧۵٧٣
Smith, T. P. (٢٠٠٢). Age determination guidelines: relating children’s ages
to toy characteristics and play behavior. Retrieved March ١۵, ٢٠٠٩,
from www.cpsc.gov/businfo/adg.pdf
Toye, N., & Prendiville, F. (٢٠٠٠). Drama and traditional story for the
early years. London: Routledge Falmer.
Vale, D., & Feunteun, A. (١٩٩۵). Teaching children English: A training
course for teachers of English to children. Cambridge: Cambridge
University Press.
Vygotsky, L. (١٩٨۶). Thought and language. Cambridge, MA:
Massachusetts Institute of Technology Press.
٩٨
Vygotsky, L. (١٩٧٨). Mind in society: The development of higher
psychological processes. London: Harvard University Press.
Wakefield, P. H., & Ashworth, M. (٢٠٠۵). Teaching the world’s children
ESL for ages three to seven. English Teaching Forum, ۴۳, ٢-٧.
Wileman, R. E. (١٩٩٣). Visual communicating. Englewood Cliffs, N.J.:
Educational Technology Publications
Williams, V. S., & Dwyer, F. (١٩٩٩). Effect of metaphoric (visual/verbal)
strategies in facilitating student achievement of different educational
objectives. International Journal of Instructional Media, ۲۶(٢), ٢٠۵٢١١. from http://www.ebscohostdatabase.org/Academic
Wood, D. (١٩٩٨). How children think and learn: The social contexts of
cognitive development (٢nd ed.). Blackwell Publishers Inc.
Wood, D. J., Brunner, J. S., & Ross, G. (١٩٧۶). The role of tutoring in
problem solving. Journal of Child Psychology and Psychiatry. In C.
Linse (Ed.), Practical English language teaching: Young learners
(p.١۴). New York: McGraw-Hill.
٩٩
‫ﺑﺮرﺳﻲ ﻣﻘﺎﻳﺴﻪ اي ﺗﺎﺛﻴﺮ اﻧﻮاع وﺳﺎﻳﻞ ﺗﺼﻮﻳﺮي ﻛﻤﻚ آﻣﻮزﺷﻲ در‬
‫ﭘﻴﺸﺮﻓﺖ داﻣﻨﻪ ﻟﻐﺎت داﻧﺶ آﻣﻮزان اﺑﺘﺪاﻳﻲ در ﺣﺎل ﻓﺮاﮔﻴﺮي زﺑﺎن‬
‫اﻧﮕﻠﻴﺴﻲ ﺑﻪ ﻋﻨﻮان زﺑﺎن ﺑﻴﮕﺎﻧﻪ‬
‫ﭼﮑﻴﺪﻩ‬
‫اﻳﻦ ﮔﻮﻧﻪ ﻓﺮض ﻣﻲ ﺷﻮد ﻛﻪ آﻣﻮزش زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺑﻪ ﻛﻮدﻛﺎن ﻣﻮﺛﺮ ﺧﻮاﻫﺪ ﺑﻮد اﮔﺮ آﻣﻮزﮔﺎران آﻧﻬﺎ‬
‫ﺑﺪاﻧﻨﺪ ﻛﻪ زﺑﺎن ﭼﮕﻮﻧﻪ ﻓﺮا ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮد‪ .‬ﻣﻄﺎﺑﻖ ﺑﺎ ﻧﻈﺮ ﺗﻮي و ﭘﺮﻧﺪوﻳﻞ )‪ ،(2000‬آﻣﻮزﮔﺎران ﻧﺒﺎﻳﺪ ﺗﻨﻬﺎ‬
‫ﺑﺮ روي زﺑﺎن ﺷﻔﺎﻫﻲ ﺗﻜﻴﻪ ﻛﻨﻨﺪ‪ .‬اﻛﺜﺮ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻳﻲ ﻛﻪ ﺑﺮاي ﻧﻮآﻣﻮزان ﻃﺮاﺣﻲ ﺷﺪه اﺳﺖ ﺑﺎﻳﺪ ﺷﺎﻣﻞ‬
‫ﺣﺮﻛﺎت ﺑﺎﺷﻨﺪ و ﺣﺴﻬﺎي ‪ 5‬ﮔﺎﻧﻪ ﻧﻴﺰ درﮔﻴﺮ ﺷﻮﻧﺪ‪ .‬دﺑﻴﺮان ﻧﻴﺎزﻣﻨﺪ در اﺧﺘﻴﺎر داﺷﺘﻦ ﺑﺴﻴﺎري از اﺷﻴﺎ و‬
‫ﺗﺼﺎوﻳﺮي ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﺘﻮاﻧﻨﺪ ﺑﺎ آﻧﻬﺎ ﻛﺎر ﻛﻨﻨﺪ و از ﻣﺤﻴﻂ ﻫﺎي اﻃﺮاﻓﺸﺎن اﺳﺘﻔﺎده ﻛﻨﻨﺪ‪ .‬از آﻧﺠﺎﻳﻴﻜﻪ ﺑﭽﻪ‬
‫ﻫﺎ ﻧﺰدﻳﻜﺘﺮ ﺑﻪ ﻣﺮﺣﻠﻪ ﺑﺎزي و اﻛﺘﺸﺎف رﺷﺪي ﻫﺴﺘﻨﺪ‪ ،‬دﺑﻴﺮان اﻳﻦ ﮔﺮوه ﺳﻨﻲ ﺗﻤﺎﻳﻞ ﺑﻪ اﺳﺘﻔﺎده ﺑﻴﺸﺘﺮ از‬
‫ﺑﺎزي ﻛﺮدن‪ ،‬ﺑﺎزي و ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﺗﺼﻮﻳﺮي دارﻧﺪ‪.‬‬
‫ﻫﺪف از ﻣﻄﺎﻟﻌﻪ و ﺗﺤﻘﻴﻖ ﺟﺎري‪ ،‬ﭘﻴﺪا ﻛﺮدن اﻳﻦ ﻣﻮﺿﻮع اﺳﺖ ﻛﻪ ﻛﺪاﻣﻴﻚ از اﻧﻮاع وﺳﺎﻳﻞ ﺗﺼﻮﻳﺮي‬
‫ﻛﻤﻚ آﻣﻮزﺷﻲ )ﻛﺎرﺗﻬﺎي ﺗﺼﻮﻳﺮي ﻳﺎ ﻓﻴﻠﻢ ﻫﺎ( ﺗﺎﺛﻴﺮ ﻣﻮﺛﺮﺗﺮي در ﭘﻴﺸﺮﻓﺖ داﻣﻨﻪ ﻟﻐﺎت داﻧﺶ آﻣﻮزان‬
‫اﺑﺘﺪاﻳﻲ در ﺣﺎل ﻓﺮاﮔﻴﺮي زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺑﻪ ﻋﻨﻮان زﺑﺎن ﺑﻴﮕﺎﻧﻪ را دارد‪.‬‬
‫در اﻳﻦ ﺗﺤﻘﻴﻖ‪ 90 ،‬داﻧﺶ آﻣﻮز ﭘﺴﺮ ‪ 7‬ﺳﺎﻟﻪ اﻳﺮاﻧﻲ‪ ،‬ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﻲ از ﻳﻚ ﻣﺪرﺳﻪ اﺑﺘﺪاﻳﻲ در ﺗﻬﺮان‬
‫)ﻣﻨﻄﻘﻪ ‪ (4‬اﻧﺘﺨﺎب ﺷﺪﻧﺪ ﻛﻪ از ﻣﻴﺎن آﻧﻬﺎ ﻧﻬﺎﻳﺘﺎ ‪ 60‬ﻧﻔﺮ در اﻳﻦ ﺗﺤﻘﻴﻖ ﺷﺮﻛﺖ داده ﺷﺪﻧﺪ‪ .‬اﻳﻦ داﻧﺶ‬
‫آﻣﻮزان ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﻲ ﺑﻪ دو ﮔﺮوه آزﻣﺎﻳﺸﻲ ‪ 30‬ﻧﻔﺮه ﺗﻘﺴﻴﻢ و در واﻗﻊ ﺑﻪ ‪ 2‬ﮔﺮوه ﺗﺠﺮﺑﻲ‬
‫ﻣﻨﺼﻮب ﮔﺮدﻳﺪﻧﺪ‪.‬‬
‫ﻓﻴﻠﻢ "ﺑﺎرﻧﻲ ﺑﻪ ﻣﺪرﺳﻪ ﻣﻲ رود" ﺑﻪ ﻋﻨﻮان ﻣﺎده اﺻﻠﻲ آﻣﻮزش ﺑﺮاي داﻧﺶ آﻣﻮزان در ﻫﺮ دو ﮔﺮوه‬
‫آزﻣﺎﻳﺸﻲ در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪ‪ 20 .‬ﺟﻠﺴﻪ آﻣﻮزﺷﻲ ‪ 2‬ﺑﺎر در ﻫﻔﺘﻪ ﺑﺮاي اﻳﻦ ﺗﺤﻘﻴﻖ ﺗﻌﻴﻴﻦ ﺷﺪ‪ .‬ﻫﺮ ﺟﻠﺴﻪ‬
‫ﺷﺎﻣﻞ ﻳﻚ ﺳﺎﻋﺖ آﻣﻮزﺷﻲ ﺑﻮد‪ .‬ﺷﺎﻳﺎن ذﻛﺮ اﺳﺖ ﻛﻪ ﺑﻪ دﻟﻴﻞ اﻳﻨﻜﻪ اﻳﻦ داﻧﺶ آﻣﻮزان ﻛﺎﻣﻼ ﻣﺒﺘﺪي‬
‫ﺑﻮدﻧﺪ‪ ،‬ﻫﻴﭻ اﻣﺘﺤﺎن اوﻟﻴﻪ ﻛﺘﺒﻲ در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻧﺸﺪ‪ .‬داﻧﺶ آﻣﻮزان ﻳﻜﻲ از ﮔﺮوه ﻫﺎ ﻛﺎرت ﻫﺎي ﺗﺼﻮﻳﺮي‬
‫را درﻳﺎﻓﺖ ﻛﺮدﻧﺪ ﻛﻪ ﻣﻮﺿﻮع اﺻﻠﻲ ﻳﺎدﮔﻴﺮي آﻧﻬﺎ ﻟﻐﺎت ﻓﻴﻠﻢ "ﺑﺎرﻧﻲ ﺑﻪ ﻣﺪرﺳﻪ ﻣﻲ رود" ﺑﻮد‪ .‬در ﻣﻘﺎﺑﻞ‬
‫ﮔﺮوه ﺗﺠﺮﺑﻲ دﻳﮕﺮ ﻫﻤﺎن ﻟﻐﺎت را از ﻃﺮﻳﻖ ﻓﻴﻠﻢ "ﺑﺎرﻧﻲ ﺑﻪ ﻣﺪرﺳﻪ ﻣﻲ رود"‪ ،‬آﻣﻮزش دﻳﺪﻧﺪ‪ .‬ﻧﻬﺎﻳﺘﺎ ﻫﺮ‬
‫دو ﮔﺮوه آزﻣﺎﻳﺸﻲ ﻳﻚ اﻣﺘﺤﺎن ﻧﻬﺎﻳﻲ دادﻧﺪ ﻛﻪ ﺷﺎﻣﻞ ﺗﺮﻛﻴﺒﻲ از ﻛﺎرﺗﻬﺎي ﺗﺼﻮﻳﺮي و ﻓﻴﻠﻢ ﺑﻮد‪.‬‬
‫‪١٠٠‬‬
‫اﻃﻼﻋﺎت ﺑﺪﺳﺖ آﻣﺪه ﺑﻪ ﻛﻤﻚ ﻧﺮم اﻓﺰار ‪ SPSS‬ﻣﻮرد ﺗﺠﺰﻳﻪ و ﺗﺤﻠﻴﻞ ﻗﺮار ﮔﺮﻓﺖ ﺗﺎ ﻣﺸﺨﺺ ﺷﻮد‬
‫ﻛﺪاﻣﻴﻚ از اﻧﻮاع وﺳﺎﻳﻞ ﻛﻤﻚ آﻣﻮزﺷﻲ ﺗﺼﻮﻳﺮي )ﻛﺎرﺗﻬﺎي ﺗﺼﻮﻳﺮي ﻳﺎ ﻓﻴﻠﻢ ﻫﺎ( ﺗﺎﺛﻴﺮ ﻣﻮﺛﺮﺗﺮي ﺑﺮ‬
‫روي ﭘﻴﺸﺮﻓﺖ ﻟﻐﺎت داﻧﺶ آﻣﻮزان دﺑﺴﺘﺎﻧﻲ ﻛﻪ اﻧﮕﻠﻴﺴﻲ را ﺑﻪ ﻋﻨﻮان زﺑﺎن ﺑﻴﮕﺎﻧﻪ ﻣﻲ ﺧﻮاﻧﺪ دارد‪ .‬ﺑﺮ‬
‫ﻣﺒﻨﺎي ﺗﺠﺰﻳﻪ و ﺗﺤﻠﻴﻞ آﻣﺎري ﺗﻔﺎوت ﻫﺎي ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ در ﻣﻴﺎن ﺷﺮﻛﺖ ﻛﻨﻨﺪﮔﺎن ﮔﺮوه ﻓﻴﻠﻢ و ﻛﺎرﺗﻬﺎي‬
‫ﺗﺼﻮﻳﺮي ﭘﻴﺪا ﺷﺪ‪ .‬در ﻣﻮرد ﺷﺮﻛﺖ ﻛﻨﻨﺪﮔﺎن ﮔﺮوه ﻛﺎرﺗﻬﺎي ﺗﺼﻮﻳﺮي اﺛﺒﺎت ﮔﺮدﻳﺪ ﻛﻪ ﻧﺴﺒﺖ ﺑﻪ‬
‫ﺷﺮﻛﺖ ﻛﻨﻨﺪﮔﺎن ﮔﺮوه ﻓﻴﻠﻢ در اﻣﺘﺤﺎن ﻟﻐﺎت ﺑﻬﺘﺮ ﻋﻤﻞ ﻛﺮدﻧﺪ‪.‬‬
‫ﻫﺎﻧﻴﻪ ﺣﻘﻴﻘﺖ ﺧﻮاه‬
‫‪١٠١‬‬