| A Strategic Research-Informed Approach to Lexicology Learning: Integrating Autonomous Heuristic Inquiry Peer-assisted Constructivist Learning |
| کد مقاله : 1043-ELTCONF7. (R1) |
| نویسندگان |
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عباس مهرپویا *1، نگار نوروززاده2 1Abbas Mehrpooya (Corresponding author), Department of Foreign Languages, Ha.C., Islamic Azad University, Hamedan, Iran عباس مهرپویا (نویسندهی مسٸول)، استادیار گروه زبانهای خارجی، واحد همدان، دانشگاه آزاد اسلامی، همدان ، ایران 2Negar Nowroozzadeh, Department of Foreign Languages, Ha.C., Islamic Azad University, Hamedan, Iran نگار نوروززاده، استادیار گروه زبانهای خارجی، واحد همدان، دانشگاه آزاد اسلامی، همدان ، ایران |
| چکیده مقاله |
| This paper presents a research-oriented framework for teaching lexicology that integrates individual heuristic processes with collective knowledge construction to enhance both autonomous and collaborative learning in lexicology education. Drawing on core concepts such as learner autonomy and constructivist paradigms, the framework emphasizes a three-phase interconnected strategic plan: Heuristic Inquiry, where learners independently engage in heuristic exploration of vocabulary, semantics, and word formation; Constructivist Learning and Social Scaffolding, where students then participate in guided peer collaboration to negotiate meanings and linguistic patterns; finally, Autonomous Learning and Metacognition, where collective synthesis through group discourse promotes deeper understanding and knowledge co-construction. The framework provides a six-step procedural scenario to foster learner autonomy while harnessing the benefits of peer interaction for richer language learning experiences. The steps are as follows: 1) Learner Profiling and Contextualization, 2) Autonomous Heuristic Inquiry, 3) Peer-Assisted Constructivist Feedback, 4) Metacognitive Reflection and Self-Regulation, 5) Feedback, Revision, and Iterative Enhancement, and 6) Synthesis and Collaborative Peer Evaluation. This study contributes to applied linguistics and language pedagogy by offering an empirically-informed, research-based model that aligns lexicology teaching with contemporary constructivist and sociocultural learning theories. It advocates for a balanced pedagogy that integrates individual inquiry with social knowledge-building processes, optimizing lexicological education outcomes in both classroom and applied language contexts. This study has anticipated that combining autonomous heuristic inquiry with peer-assisted constructivist learning produces a transformative, sustainable approach to lexicology education. The structured yet flexible methodology not only fosters in-depth lexical knowledge but cultivates learner autonomy and metacognitive sophistication. |
| کلیدواژه ها |
| lexicology, language pedagogy, learner autonomy, Heuristic Inquiry, peer working |
| وضعیت: پذیرفته شده برای ارائه شفاهی |