المقاربة المعرفية لتدريس اللغة من خلال التفاعل بين مكونات الذاكرة العاملة والثنائية اللغوية مراجعة سردية
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منشور:
يون 16, 2024
الكلمات المفتاحية:
ثنائية اللغة, الذاكرة العاملة, القدرات الانتباهية, تدريس اللغات الأجنبية
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الملخص
هدفت الدراسة إلى إجراء مراجعة سردية لتحليل وتلخيص نتائج ابحاث المتعلقة بالذاكرة العاملة لدى الأطفال احاديي وثنائي اللغة. تم إجراء بحث إلكتروني شامل في قواعد البيانات ScienceDirect وPubMed وGoogle Scholar وSemantic Scholar لانتقاء الابحاث المنشورة في مجلات محكمة الى غاية 2023، من بين 30 دراسة تم انتقاء 10 تحققت فيها معايير الانتقاء. تباينت النتائج من حيث التأثير والتفاعل الإيجابي والسلبي لمكونات للذاكرة العاملة والثنائية اللغوية، ولكن هناك ارتباط بين الذاكرة العاملة والقدرات الانتباهية التي تساهم في قدرة الذاكرة العاملة على المعالجة.
Article Details
كيفية الاقتباس
بن عيسىأ. (2024). المقاربة المعرفية لتدريس اللغة من خلال التفاعل بين مكونات الذاكرة العاملة والثنائية اللغوية. دراسات إنسانية واجتماعية, 13(02), 473 - 482. https://doi.org/10.46315/1714-013-002-035
القسم
Articles
بيان الحقوق الفكرية (Copyright Notice)
يحتفظ المؤلفون بحقوق النشر كاملة، ويمنحون المجلة حق النشر الأول مع الترخيص للمخطوطة بموجب رخصة المشاع الإبداعي (CC BY 4.0).
تسمح هذه الرخصة للآخرين بمشاركة العمل مع الإقرار بتأليفه ونشره لأول مرة في هذه المجلة.
لا تفرض المجلة أي قيود على المؤلفين فيما يخص أرشفة النسخة النهائية من أبحاثهم في المستودعات المؤسسية أو المواقع الشخصية.
تتوافق هذه السياسة مع معايير DOAJ الدولية لضمان حقوق المؤلفين والوصول الحر الشامل[cite: 15, 23].
المراجع
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Bialystok, E., Craik, F., & Luk, G. (2008). Cognitive control and lexical access in younger and older bilinguals. Journal of experimental psychology. Learning, memory, and cognition, 34(4), 859–873. https://doi.org/10.1037/0278-7393.34.4.859
Blom, E., Boerma, T., Bosma, E., Cornips, L. & Everaert, E. (2017). Cognitive Advantages of Bilingual Children in Different Sociolinguistic Contexts. Frontiers in Psychology, 8 (552). https://doi.org/10.3389/fpsyg.2017.00552
Bonifacci, P., Giombini, L., Bellocchi, S., & Contento, S. (2011). Speed of processing, anticipation, inhibition and working memory in bilinguals. Developmental science, 14(2), 256–269. https://doi.org/10.1111/j.1467-7687.2010.00974.x
Bonifacci, P., Giombini, L., Bellocchi. S., Contento, S. (2011). Speed of processing, anticipation, inhibition and working memory in bilinguals. Developmental Science, 14 (2), pp. 256-69. https://doi.org/ 10.1111/j.1467-7687.2010.00974.x
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Fernandes, M. A., Craik, F., Bialystok, E., & Kreuger, S. (2007). Effects of bilingualism, aging, and semantic relatedness on memory under divided attention. Canadian Journal of Experimental Psychology / Revue canadienne de psychologie expérimentale, 61(2), 128–141. https://doi.org/10.1037/cjep2007014
Hansen, L. B., Macizo, P., Duñabeitia, J. A., Saldaña, D., Carreiras, M., Fuentes, L. J., & Bajo, M. T. (2016). Emergent bilingualism and working memory development in school aged children. Language Learning, 64(Suppl 2), 51–75. https://doi.org/10.1111/lang.12170
Hansen, L., Macizo, P., Andoni Duñabeitia. J., Saldaña, D., Carreiras, M,, Fuentes, L. & Bajo, T (2016). Emergent Bilingualism and Working Memory Development in School-Aged Children. Language Learning, 66(52), pp. 51-75. https://doi.org/ 10.1111/lang.12170
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Kardooni, M., Mohammadzadeh, A., Nazeri, A. R., Tabatabaee, S. M., & Amiri, M. (2016). Evaluation Of The Effects Of Bilingualism On Auditory-Verbal Working Memory Using The Persian Version Of Rey Auditoryverbal Learning Test.
McVeigh, C., Wylie, J., & Mulhern, G. (2019). Verbal and visuospatial working memory in immersion-educated bilingual children. International Journal of Bilingual Education and Bilingualism, 22(4), 505–517. https://doi.org/10.1080/13670050.2016.1271769
Mehrani, M. B. & Zabihi, R. (2017). A Comparative Study of Shifting Ability, Inhibitory Control and Working Memory in Monolingual and Bilingual Children. Psychological Studies, 62 (4), pp. 421–427
Michael, E. B., & Gollan, T. H. (2005). Being and Becoming Bilingual: Individual Differences and Consequences for Language Production. In J. F. Kroll & A. M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 389–407). Oxford University Press.
van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educational Psychology Review, 17(2), 147–177. https://doi.org/10.1007/s10648-005-3951-0
Bialystok, E., Craik, F. I., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: evidence from the Simon task. Psychology and aging, 19(2), 290–303. https://doi.org/10.1037/0882-7974.19.2.290
Bialystok, E., Craik, F., & Luk, G. (2008). Cognitive control and lexical access in younger and older bilinguals. Journal of experimental psychology. Learning, memory, and cognition, 34(4), 859–873. https://doi.org/10.1037/0278-7393.34.4.859
Blom, E., Boerma, T., Bosma, E., Cornips, L. & Everaert, E. (2017). Cognitive Advantages of Bilingual Children in Different Sociolinguistic Contexts. Frontiers in Psychology, 8 (552). https://doi.org/10.3389/fpsyg.2017.00552
Bonifacci, P., Giombini, L., Bellocchi, S., & Contento, S. (2011). Speed of processing, anticipation, inhibition and working memory in bilinguals. Developmental science, 14(2), 256–269. https://doi.org/10.1111/j.1467-7687.2010.00974.x
Bonifacci, P., Giombini, L., Bellocchi. S., Contento, S. (2011). Speed of processing, anticipation, inhibition and working memory in bilinguals. Developmental Science, 14 (2), pp. 256-69. https://doi.org/ 10.1111/j.1467-7687.2010.00974.x
Engel de Abreu P. M. (2011). Working memory in multilingual children: is there a bilingual effect?. Memory (Hove, England), 19(5), 529–537. https://doi.org/10.1080/09658211.2011.590504
Fernandes, M. A., Craik, F., Bialystok, E., & Kreuger, S. (2007). Effects of bilingualism, aging, and semantic relatedness on memory under divided attention. Canadian Journal of Experimental Psychology / Revue canadienne de psychologie expérimentale, 61(2), 128–141. https://doi.org/10.1037/cjep2007014
Hansen, L. B., Macizo, P., Duñabeitia, J. A., Saldaña, D., Carreiras, M., Fuentes, L. J., & Bajo, M. T. (2016). Emergent bilingualism and working memory development in school aged children. Language Learning, 64(Suppl 2), 51–75. https://doi.org/10.1111/lang.12170
Hansen, L., Macizo, P., Andoni Duñabeitia. J., Saldaña, D., Carreiras, M,, Fuentes, L. & Bajo, T (2016). Emergent Bilingualism and Working Memory Development in School-Aged Children. Language Learning, 66(52), pp. 51-75. https://doi.org/ 10.1111/lang.12170
Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99(1), 122–149. https://doi.org/10.1037/0033-295X.99.1.122
Kane, M. J., Bleckley, M. K., Conway, A. R. A., & Engle, R. W. (2001). A controlled-attention view of working-memory capacity. Journal of Experimental Psychology: General, 130(2), 169–183. https://doi.org/10.1037/0096-3445.130.2.169
Kardooni, M., Mohammadzadeh, A., Nazeri, A. R., Tabatabaee, S. M., & Amiri, M. (2016). Evaluation Of The Effects Of Bilingualism On Auditory-Verbal Working Memory Using The Persian Version Of Rey Auditoryverbal Learning Test.
McVeigh, C., Wylie, J., & Mulhern, G. (2019). Verbal and visuospatial working memory in immersion-educated bilingual children. International Journal of Bilingual Education and Bilingualism, 22(4), 505–517. https://doi.org/10.1080/13670050.2016.1271769
Mehrani, M. B. & Zabihi, R. (2017). A Comparative Study of Shifting Ability, Inhibitory Control and Working Memory in Monolingual and Bilingual Children. Psychological Studies, 62 (4), pp. 421–427
Michael, E. B., & Gollan, T. H. (2005). Being and Becoming Bilingual: Individual Differences and Consequences for Language Production. In J. F. Kroll & A. M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 389–407). Oxford University Press.
van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educational Psychology Review, 17(2), 147–177. https://doi.org/10.1007/s10648-005-3951-0