مقایسه میزان اضطراب و عملکرد نوشتاری در بازخورد حضوری و برخط
پژوهشهای زبانشناختی در زبانهای خارجی
دوره 13، شماره 4 ، دی 1402، صفحه 595-611 اصل مقاله (967.91 K )
نوع مقاله: علمی پژوهشی(عادی)
شناسه دیجیتال (DOI): 10.22059/jflr.2023.364850.1065
نویسنده
زینب شکرآبی*
گروه زبان و ادبیات ژاپنی، دانشکده زبانها و ادبیات خارجی، دانشگاه تهران، تهران، ایران
چکیده
در این مطالعه، با تمرکز بر بازخورد اصلاحی به تحلیل تعامل پیچیده میان بازخورد، اضطراب و عملکرد نوشتاری در یادگیری زبان دوم پرداخته میشود. گرچه همچنان بحثها در خصوص کارایی بازخورد ادامه دارد، پژوهشهای پیشین بر تاثیر مثبت این نوع بازخورد بر جنبههای زبانی در نوشتار تاکید میکند. ویژگی پژوهش حاضر، بررسی تاثیر بازخورد حضوری و برخط بر کنشهای عاطفی و نتایج یادگیری در زبانهای کمتر تدریس شده مانند زبان ژاپنی است. این مطالعه مبتنی بر نظریه شناخت اجتماعی، چگونگی تعامل باورها و منابع بازخورد زبانآموزان با اضطراب را برای شکل دادن مهارت نوشتن بررسی و رابطه پیچیده بین بازخورد، اضطراب و عملکرد نوشتاری را در شرایط مختلف (بازخورد برخط و حضوری مدرس و همکلاسی) را بررسی میکند. به این منظور، 84 زبانآموز زبان ژاپنی به نگارش انشای ژاپنی پرداخته و به پرسشنامه اضطراب پاسخ دادند که سطح اضطراب و عملکرد نوشتاری آنان در شرایط بازخورد برخط و حضوری از مدرس و همکلاسی بررسی شد. نتایج نشان داد که ارتباط معناداری بین کاهش اضطراب و بهبود انشا وجود دارد. این ارتباط در بازخورد همکلاسی قویتر است. بهعلاوه، فارغ از شرایط بازخورد، زبانآموزانی که از همکلاسی بازخورد دریافت میکنند، اضطراب کمتری را تجربه میکنند. همچنین، بازخورد مدرس به صورت چشمگیری کیفیت انشا را افزایش داده و بر اضطراب غلبه میکند. این موضوع بر نقش کلیدی نگرش زبانآموزان در شکلدهی تجارب یادگیری تاکید میکند. پژوهش حاضر همچنین بر اهمیت راهبردهای آموزشی مناسب در بهینهسازی نتایج یادگیری زبان با در نظر گرفتن وضعیت عاطفی و ترجیحات زبانآموزان در طراحی بازخورد موثر تاکید میکند.
کلیدواژهها
اضطراب ؛ بازخورد از مدرس/معلم و همکلاسی ؛ بازخورد اصلاحی ؛ بازخورد حضوری و برخط ؛ عملکرد نوشتاری
سایر فایل های مرتبط با مقاله
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