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ساخت و اعتبارسنجی یک چارچوب نظام‌مند مبتنی بر ژانر برای ارزیابی متون تفسیری زبان‌آموزان ایرانی | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| دوره 13، شماره 3، آذر 1402، صفحه 399-422 اصل مقاله (1.11 M) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2023.357785.1032 | ||
| نویسندگان | ||
| ثمینه پورصوتی؛ نادر اسدی* ؛ هانیه دواتگری اصل | ||
| گروه زبان انگلیسی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران | ||
| چکیده | ||
| ، هدف از این مطالعه ساخت و اعتبارسنجی چارچوبی برای ارزیابی متون تفسیری نوشته شده توسط زبان‌آموزان مقطع پیشرفته هست. روش تحقیق به‌صورت کیفی - کمّی بود. بخش کیفی از طریق مصاحبه با 15 نفر از اساتید دانشگاهی در شهر تبریز به روش گلوله‌برفی در سال 1400-1401 تا رسیدن به اشباع نظری صورت پذیرفت. بخش کمّی با 50 نفر از مدرسان در شعب آموزشگاه کانون زبان ایران در تبریز با استفاده از روش نمونه‌گیری هدف‌مند از بین 183 مدرس انجام شد. ابزار تحقیق در بخش کیفی، مصاحبه نیمه‌ساختاریافته بود. ابزار بخش کمّی پرسش‌نامه محقق ساخته مبتنی بر چارچوب مستخرج از مضامین شناسایی شده توسط اساتید در بخش مصاحبه بود. جهت روایی‌سنجی مضامین مصاحبه، دو مرحله متوالی از نظرسنجی با اساتید دانشگاهی استفاده شد. یافته‌های بخش کیفی نشان داد که بر اساس روش تحلیل مضمون حاصل از مصاحبه با اساتید از مجموع 76 کد اولیه و 39 کد طبقه‌بندی‌شده، 8 مضمون فرعی و در نهایت سه مضمون اصلی شامل: 1. بافت فرهنگ، 2. بافت موقعیت و 3. ویژگی‌های واژگانی - دستوری شناسایی شد. براین‌اساس، بافت فرهنگ در قالب دو مضمون فرعی قالب‌بندی معنایی و قالب‌بندی محتوایی؛ بافت موقعیت در قالب سه مضمون فرعی موضوع سخن، عاملان سخن، و شیوه بیان و ویژگی‌های واژگانی - دستوری در قالب سه مضمون فرعی اندیشگانی، بینافردی و متنی تدوین شد. یافته‌ها در بخش کمّی نیز نشان داد که بر اساس تحلیل عاملی انجام شده، چارچوب ارائه‌شدة بخش کیفی مشتمل بر مضامین اصلی و فرعی مورد تأیید واقع و ابزار ساخته شده اعتبارسنجی شد. | ||
| کلیدواژه‌ها | ||
| چارچوب نظام‌مند؛ متون تفسیری؛ رویکرد مبتنی بر ژانر؛ دستور زبان نقش‌گرا؛ مهارت نوشتاری | ||
| عنوان مقاله [English] | ||
| The Development and Validation of a Systemic Genre-Based Framework for Assessment of Iranian EFL Learners’ Expository Writing | ||
| نویسندگان [English] | ||
| Samineh Poorsoti؛ Nader Assadi؛ Hanieh Davatgari Asl | ||
| Department of English, Ahar Branch, Islamic Azad University, Ahar, Iran | ||
| چکیده [English] | ||
| Over the last years, systemic functional and genre-based approaches have contributed elaborately to how genre is assumed and administered in textual analysis and language teaching. Applying these approaches to EFL settings can enhance teachers and learners’ understanding of the essence of language use and usage in different contexts. Teachers can administer these approaches in teaching and assessment of language skills and sub-skills based on particular content and genres. Thus, the purpose of this study is to investigate the way by which raters of expository texts written by advanced EFL learners make their scoring decisions using the framework proposed in this study. The analysis of the collected responses related to the interview demonstrated several main and secondary themes resulting from the thematic classification. The main themes included context of culture, context of situation, and lexico-grammatical features. Accordingly, context of culture was defined in terms of two secondary themes of semantic formatting and content formatting. The main them of context of situation is regarded in terms of field, tenor, and mode. Moreover, the final lexico-grammar theme was considered as ideational, interpersonal, and textual themes. These themes evidently fit in the framework and approaches developed by Halliday and Martin. The findings indicated that EFL teachers’ conceptualizations of grammar changed from a traditional sentence-level, form-focused viewpoint to a more functional comprehension working in interrelated manners across lexico-grammatical, discourse semantic, and generic structures of the texts. The findings are beneficial for EFL teachers and learners. | ||
| کلیدواژه‌ها [English] | ||
| Systematic framework, interpretive texts, genre-based approach, systematic role-oriented grammar, writing skills | ||
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| مراجع | ||
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