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0УДК 004.8+004.75 Научная статья
АНАЛИЗ ЗАУЧИВАНИЯ СТУДЕНТАМИ СЛОВ С ИСПОЛЬЗОВАНИЕМ МЕТОДОВ ГЛУБОКОЙ ОБРАБОТКИ ТЕКСТОВ
Алипхан Г.К., Акешова Н.М., Джамалова С.А.
Международный казахско-турецкий университет имени Ходжа Ахмеда Ясави
(г. Туркестан, Республика Казахстан)
Аннотация. Изучение словарного запаса включает в себя как умение правильно использовать слова, так и овладение определенным количеством слов или выражений. Поэтому правильные методы овладения словарным запасом очень важны для учащихся. Более того, здесь могут присутствовать различные типы техник и методов. Преимущество глубокой обработки, по-видимому, заключается в том, что она позволяет учащимся усваивать новые слова с более высоким уровнем когнитивной или семантической вовлеченности. С другой стороны, запоминание помогает быстро усваивать информацию. Был применен описательный метод исследования, чтобы определить, насколько хорошо "глубокая обработка" помогает студентам улучшить свой словарный запас. В проектах, связанных с описательными исследованиями, используются различные формы анкетирования. В текущем исследовании приняли участие в общей сложности 40 студентов из Международного казахско-турецкого университета имени Ходжи Ахмета Яссави. Для получения результатов исследования был использован Statistical Package for Social Sciences (SPSS) version 23. Для расчета результатов опроса использовался описательный анализ, для расчета различий между двумя независимыми переменными использовался Mann-Whitney U-test. Полученные результаты показали положительное восприятие и отсутствие существенной разницы между курсами.
Ключевые слова: словарный запас, техника глубокой обработки, учащиеся, изучение слов, овладение словарным запасом.
Для цитирования: Алипхан Г.К., Акешова Н.М., Джамалова С.А. Анализ заучивания студентами слов с использованием методов глубокой обработки текстов // Наука и реальность. 2024. № 1 (17). С. 36-43.
ANALYSIS OF STUDENTS' WORD LEARNING USING DEEP WORD PROCESSING TECHNIQUES
Alipkhan G.K., Akeshova N.M., Dzamalova S.A. International Kazakh-Turkish University named after Khoja Ahmed Yasawi
(Turkestan, Republic of Kazakhstan)
Abstract. Vocabulary learning involves both the capacity to use words appropriately and the mastery of a certain number of words or expressions. Correct vocabulary acquisition techniques are therefore very important for students.
Moreover, there can be present various types of techniques and methods. Deep processing appears to have an advantage in that it allows learners to acquire new words with a higher level of cognitive or semantic engagement. Memorization, on the other hand, helps to digest information quickly. A descriptive study technique was applied to determine how well "deep processing" helps students to improve their vocabulary. Various questionnaire forms are used in projects involving descriptive research. A total of 40 EFL learners from Khoja Akhmet Yassawi International Kazakh-Turkish University participated in the current research study. The Statistical Package for Social Sciences (SPSS) version 23 was used to generate the results of the study. In order to calculate results of the survey descriptive analysis was used, in order to calculate differences between two independent variables Mann-Whitney U-test was used. The obtained results showed that positive perceptions and there was no significant difference between courses.
Keywords: vocabulary, deep processing technique, learners, word learning, mastering vocabulary.
For citation: Alipkhan G.K., Akeshova N.M., Dzamalova S.A. Analysis of students' word learning using deep text processing techniques // Science and Reality. no. 1 (17). pp. 36-43. (in English).
Introduction
Learning a second or foreign language, by its very nature, involves the gradual mastering of a number of language skills and components, including, inter alia, the grammar, spelling and phonetics of the target language, as well as receptive skills such as listening and reading, the productive skills of language speaking and writing, and the productive skills of speaking and writing. Without these skills, the target language will be seen to be deficient in some important areas. The idea that vocabulary is indispensable for language can be supported by considering how impossible it would be to listen to a speech, read a text, express an idea orally or in writing, produce inflected or derived forms, spell or pronounce anything without the word as the essential component of language.
Many studies have been conducted to help students develop their language skills in speaking, reading and writing. However, not enough attention has been paid to how to help students build the vocabulary necessary for the development of language skills. The capacity to modify grammatical structure cannot make sense without the use of words, but "issues such as grammatical competence in teaching, reading or writing have received considerable attention from academics and teachers". Recently, however, "methodologists and linguists have paid increasing attention to vocabulary, emphasizing its importance in language teaching and re-evaluating some of the ways in which it is taught and learned. We can see that learning vocabulary is equally important as learning grammar. Although the two are clearly linked, teachers need to have the same level of competence in teaching vocabulary as in teaching structure.
Mauriza and Siregar (2022) [1] mentioned that learning a new language requires developing one's vocabulary. For this reason, more studies have been conducted in this area in recent years and many of them have defined the importance of vocabulary in various ways.
As, stated Dakhi and Fitria (2019) [2] there was a lack of clarity about the value of vocabulary as well as its categories, selection criteria, size and depth; It is well known that vocabulary is the basic means of communication. Vocabulary is used by language users to convey their thoughts, feelings and opinions; it is a representation of the human mind. From a linguistic
point of view, compared to other aspects of language, vocabulary seems to be more important and valuable than the grammatical function.
According to Andries, Hammp, Rombepajung and Lengkoan (2019, November) [3] vocabulary and grammar are equally important in the teaching and learning of languages. Even if learners have sufficient vocabulary, they will not be able to communicate in English if they know nothing about grammar because grammar and vocabulary are parts of the language that are grammatically linked; to speak of the existence of vocabulary rather than of grammar itself.
Chung and Fisher (2022) [4] mentioned that learning vocabulary is by far the most important and challenging aspect of learning any language, be it a native or a foreign language. Lexis must be learnt in order to learn a language. The sheer multiplicity of thousands of different meanings and the seemingly endless changes of meaning caused by contextual circumstances in any of the world's major languages overshadows all other aspects of language learning. Language learners often feel that they cannot remember the words they are trying to learn. Such words are probably not stored and processed sufficiently in memory so that they can be retrieved quickly when needed. In order for learners to continue to develop their receptive or productive vocabulary knowledge, they need to be able to remember words well enough to recognize them.
According to Wang (2020) [5] teachers can use a variety of state-of-the-art methods and students are willing to do so in order to teach vocabulary effectively. Teachers will initially take a number of steps to increase students' willingness to learn. They can do this by giving them appropriate advice or by changing their approach to teaching. To increase students' confidence in their ability to learn, teachers use focused strategies. Teachers are fully skilled in taking into account each student's unique learning styles throughout the teaching process, capitalizing on each student's abilities and allowing them to flourish in the classroom. As a result, students will feel confident in their ability to acquire English vocabulary. Thirdly, teachers can create a positive environment to reduce students' fears. Students learn the language more quickly and effectively when they study in a relaxed environment.
Secondly language learners or foreign language learners are well aware of this; they regularly mention lack of vocabulary as a major problem and always carry dictionaries instead of grammar books. The definition makes it clear that language learners recognize the need to learn the vocabulary of a language for effective communication. Generally speaking, from the definitions given above, vocabulary undoubtedly has an impact on word processing. In other words, vocabulary acquisition is a subclass of word processing procedures. Studying word processing strategies is therefore of vital importance.
Involvement in semantic or cognitive processes during word learning was enhanced by deep processing. The more mental processing learners engage in when learning new terminology, the more likely they are to remember it. Deep processing suggests that learners use past knowledge to determine the meaning of the object or to personalize it. Memory is then strengthened by adding details to the meaning, such as seeing the object in different contexts. More superficial processing is more sensory than semantic; it involves retaining information simply by seeing or hearing it, rather than fully engaging with its meaning.
According to Murtiana (2012) [7], there are two types of word processing strategies: shallow and deep. The two types of shallow processing are structural processing and phonemic processing. Unlike phonemic processing, which is concerned with the sound of words, structural processing is concerned with the visual or physical characteristics of a word, such as its font or the appearance of letters. Preservation of short-term memory is the only result of surface processing. Therefore, children who acquire vocabulary solely by memorizing the sounds or written forms of words without learning how to use them quickly lose them. Deep processing, on the other hand, requires a more comprehensive examination that improves memory by giving words a meaning or linking
them to prior knowledge. In other words, it requires semantic processing, which occurs when we encode the meaning of a word, for example by forming our own sentence.
As, Liu, Huang and Chien (2019) [8] stated language learners who wish to retain terms in their long-term memory should use association, one of the most effective methods of vocabulary acquisition. As mentioned earlier, association is a deep vocabulary processing technique as it involves the semantic level as well. After demonstrating how teacher intervention of the deep word processing method improved students' vocabulary competence and attitudes towards vocabulary learning, he concluded that the deep word processing approach can be an effective tool in vocabulary acquisition.
(1) We must define and record the expression in our own terms. This is done to better grasp the language.
(2) Imagine in our minds this term and what it visually implies. Alternatively make some sketches and pictures. Do this to utilize visual understanding.
(3) Connect the term to your feelings or emotional response by matching it to these feelings. This is done to evoke emotional insight.
(4) Represent the word physically, i.e. uses your body or hands to create a physical sign that shows what the new sentence means. Say the term and its explanation while forming the gesture or facial expression. Here kinesthetic information is utilized.
The objective of the study is on EFL learners' views on the Deep Processing method for learning new vocabulary. It also aims to find out whether characteristic such as academic year of learners have any effect on how vocabulary learning strategies are used. The following research questions were addressed in the present study.
Research questions
RQ1 Do the participants use of "Deep processing" technique while advancing their vocabulary?
RQ2 How do participants' views on the use of "Deep processing" difference depending on academic years at the university?
Methods and Materials
A descriptive study technique was applied to determine how well "deep processing" helps students to improve their vocabulary. Various questionnaire forms are used in projects involving descriptive research. According to Grimes and Schulz (2002) [9] descriptive study is also called a statistical study. It answers the questions what, who, where, how and when. It also uses the question to analyze the current situation. The descriptive study aimed to identify correlations between certain variables. A cumbersome questionnaire was administered to the participants to determine their knowledge about the educational assistance provided by their instructors. The aims and research objectives of the study were realized through the use of quantitative methods. As stated Aliaga and Gunderson (2002) [10] quantitative research determines them through the analysis of specific studies. Figures were utilized to illustrate the facts.
Participants of the research
A total of 40 EFL learners from Akhmet Yassawi International Kazakh-Turkish University participated in the current research study. The researcher used a technique called "purposive sampling" to select the survey participants. This is a non-probability sampling technique in which the researcher uses his/her own discretion. First and second year students participated in the exercise. The survey was conducted at the end of the 2022-2023 semesters. The results are given in Table 1.
Data collection instrument
Table 1- reliability of scales
Cronbach's Alpha N of Items
,943 12
Data collection procedure and analysis
The questionnaire mostly asked about the age and grade of the student. Each question was simple and easy to understand and the available alternatives were presented in advance. Even a beginner in learning English should be able to understand all items. Pre-annotation work was completed for the students. It was explained that the answers would be used for academic purposes only and would be kept confidential. After collecting the appropriate data, the Statistical Package for Social Sciences (SPSS) version 23 was used to generate the results of the study. Normality Testing was used as a first step before applying an inferential statistical test to the data to assess whether parametric or non-parametric analysis was acceptable. Non-parametric analyses were chosen to be performed on the data as the Kolmogorov-Smirnov and Shapiro-Wilk test findings indicated that the participant's reading awareness data did not have a normal distribution.
Results and Discussion
The first research question was about "Do the participants use of "Deep processing" technique while advancing their vocabulary?". The results are given in Table 2.
Table 2- descriptive analysis
N Minimum Maximum Mean Std. Deviation
Total 40 2,43 4,09 3,4113 ,37122
The participants' attitudes towards vocabulary learning through deep processing were evaluated. According to the obtained results, learners' attitudes towards vocabulary learning through deep processing were positive. Total results presented high score M=3,41, it means that by using deep processing technique teachers can help EFL learners to advance their vocabulary.
The first research question was: "Do the participants use of "Deep processing" technique while advancing their vocabulary?" The statistics show that learners have a positive view of using deep processing to increase their vocabulary. The average overall score for the first study question indicates the use of terminology through deep processing.
According to the results of research Leow (2018) [11], ('deep') vocabulary acquisition significantly increased the word memory of the assessed groups. Given the depth of processing theory, which states that cognitively deep processing of a stimulus leads to increased retention in long-term memory, these findings are encouraging. In addition, Otter, Medina and Kalita (2020) [12] investigated effect of deep processing. Since some of the actions of the study involved deep processing, the words used in these tasks showed better memory retention. They concluded that memory is strengthened by deep processing. Similarly, positive perception of participants' was found in the resrach of Kida (2019) [13]. When learning target words, students who engaged in deep processing benefited significantly more than those who engaged in surface processing.
The second research question was about "How do participants' views on the use of "Deep processing" difference depending on academic years at the university?" The clear results are given in Table 3.
Table 3- results of Mann-Whitney ¿/-test
grade N Mean Rank U P
Total 1 38 30,01 228,500 ,140
2 15 25,90
In order to calculate differences between two independent samples Mann-Whitney [/-test was utilized. The participants' attitudes towards vocabulary learning through deep processing were evaluated in response to the second research question to determine whether there was a statistically significant difference according to the grades. The findings revealed that there was no statistically significant difference between the first and fourth grades in terms of attitude. As a result, when both scales were used, the total was (U=228,500; p=140). Otherwise, the first course learners' results M=30,01 and second course learners results of survey was M=25,90. It means that freshman learners' attitudes were positive deep processing technique more than second course learners.
The second research question showed that first and second year students of English use deep processing differently when understanding words. The answer to this study question was unexpected. According to the study, there were no grade differences between people.
According to Brevik, Gudmundsdottir, Lund and Str0mme (2019) [14] the same positive perception of learners were found. Opinion evaluations on deep processing did not change significantly even after improving vocabulary approaches. A study of descriptive data showed no appreciable differences. Both first-year students and fourth-year students had positive feelings. They believe that their vocabulary has improved as a result of adopting in-depth processing in their English classes.
Conclusion
The purpose of this study was to determine how English language learners feel about the deep word processing technique for vocabulary development. A descriptive analysis of English learners' perceptions of their ability to learn vocabulary using deep word processing was found. The results of the questionnaire analysis showed high reliability.
Vocabulary is a very crucial component of learning English. Students will be able to use English more confidently and communicate effectively if they have a wide repertoire of vocabulary.
Numerous benefits can be derived from the incorporation of deep learning into the educational environment. First of all, it allows for individualized teaching, taking into account the demands and learning styles of each student. It also encourages students' creative thinking, problem-solving skills and critical thinking, preparing them for the demands of the 21st century labor market. Deep learning can also save instructors' time by automating some tasks so that they can focus on providing more individualized guidance and assistance to students. As stated Bai, Z. (2018) [15] there are a few more publications or books on learning new words, especially those that are good for memorization. Language acquisition is all about vocabulary. Every language learner should endeavor to identify one or more effective strategies that work for him or her in order to increase his or her vocabulary and advance his or her learning of English. There are many useful and valuable ways of acquiring a language. The benefits and drawbacks of these techniques should be known to language learners so that they can use them to their maximum potential for a variety of jobs and special circumstances. Vocabulary learning is a long-term task, effective vocabulary learning strategies allow students to learn vocabulary independently of their teachers, vocabulary is constantly changing and expanding, and effective vocabulary learning strategies can help students learn vocabulary at any time.
In this study, it was shown that language learning through deep processing makes it easier to memorize the target word compared to memorization. According to statistical analysis, deep processing outperforms mechanical learning.
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Akeshova Nasiba Murzakhanovna, master of Khoja Akhmet Yassawi International Kazakh-Turkish University (Turkistan, Republic of Kazakhstan). ORCID 0000-0001-5585-1062
: Akeshova86@mail.ru
Джамалова Сайда Алмазовна, магистр, преподаватель, Международный казахско-турецкий университет имени Ходжа Ахмеда Ясави (г. Туркестан, Республика Казахстан).
Jamalova Saida Almazovna, master of Khoja Akhmet Yassawi International Kazakh-Turkish University (Turkistan, Republic of Kazakhstan). ORCID 0009-0007-0795-5677
Ш
ezhik546 @bk.ru
Алипхан Гульжан Каратаевна, магистр, преподаватель, Международный казахско-турецкий университет имени Ходжа Ахмеда Ясави (г. Туркестан, Республика Казахстан).
Alipkhan Gulzhan Karataevna, master of Khoja Akhmet Yassawi International Kazakh-Turkish University (Turkistan, Republic of Kazakhstan). ORCID 0000-0001-9450-4274
: gulzhan.alipkhan@ayu.edu.kz
Дата поступления: 06.02.2024
© Алипхан Г.К., Акешова Н.М., Джамалова С.А., 2024
