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تأثیر راهبردهای آموزشی درونداد-محور و برونداد-محور بر استفاده از ساختارهای وارونه انگلیسی | ||
پژوهشهای زبانشناختی در زبانهای خارجی | ||
دوره 12، شماره 1، فروردین 1401، صفحه 165-187 اصل مقاله (721.81 K) | ||
نوع مقاله: علمی پژوهشی(عادی) | ||
شناسه دیجیتال (DOI): 10.22059/jflr.2020.283106.640 | ||
نویسندگان | ||
شیوا کیوان پناه* 1؛ سارا رفسنجانی نژاد2 | ||
1دانشیار آموزش زبان انگلیسی، دانشکدة زبان ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران | ||
2دکترای آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد کهنوج، کرمان، ایران | ||
چکیده | ||
هدف پژوهش حاضر مقایسه تاثیر سه تکنیک آموزش فرم و معنا-محور بر تفسیر، تولید و بازسازی یکی از ساختارهای وارونگی انگلیسی است. در این راستا 122 زبانآموز ایرانی در چهار گروه آموزش پردازشی، ویرایش متن، برجستهسازی متنی و کنترل تقسیم شده و در پیشآزمون و پسآزمونها شرکت کردند. نتایج نشاندهنده برتری عملکرد گروه آموزش پردازشی و ضعف عملکرد گروه برجستهسازی متنی بود. یافتههای مربوط به عملکرد این دو گروه حاکی از آن است که تکنیکهای صریح آموزشی برای یادگیری ساختارهای پیچیده موثرتر از تکنیکهای ضمنی هستند. همچنین نتایج نشان داد گرچه آموزش پردازشی براساس درونداد است اما تاثیراتش قابل انتقال به فعالیتهای بروندادی نیز میباشد. علاوه بر این، طبق یافتههای پژوهش حاضر، ویرایش متن میتواند در بهبود عملکرد زبان آموزان هم در تفسیر و هم در تولید ساختار مورد نظر موثر باشد. طبق نتایج این پژوهش میتوان آموزش صریح دستور همراه با فعالیتهای معنادار مبتنی بر درونداد را توصیه کرد. | ||
کلیدواژهها | ||
آموزش فرم و معنا-محور؛ آموزش پردازشی؛ برجستهسازی متنی؛ ویرایش متن؛ درونداد؛ برونداد | ||
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