نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه زبان و ادبیات انگلیسی، دانشگاه قم
2 کارشناس ارشد آموزش زبان انگلیسی، دانشگاه قم
چکیده
بیشتر مطالعات انجام شده در زمینه عروض معنایی عمدتاً به تشخیص بار مثبت ، منفی یا خنثی معنای استنباط شده از گره و وقوع همزمان آن از منظر پیکره ای پرداخته اند. لذا، این مطالعه با هدف بررسی جنبه های آموزش و یادگیری عروض معنایی در محیط کلاس صورت گرفته است. برای این منظور ، 76 دانشجوی دانشگاهی ایرانی مقطع کارشناسی رشته مترجمی زبان انگلیسی به طور تصادفی انتخاب شدند. آزمون عروض معنایی دریافتی (RSPT) به عنوان پیش آزمون برای ارزیابی دانش اولیه زبان آموزان در مورد عروض معنایی انجام شد. سپس، آنها به سه گروه: دو گروه آزمایشی (زبان اول-محور و زبان دوم-محور) و یک گروه گواه تقسیم شدند. گروه های آزمایشی یک دوره آموزشی هفت هفته ای را طی کردند و در پایان وقت عادی کلاس خود به مدت 30 دقیقه آموزش صریح فعالیت خروجی بر روی عروض معنایی را دریافت کردند در حالی که گروه گواه همان فعالیت های خروجی را صرفا براساس سرنخ های متنی ارائه شده تکمیل کرده و هیچ آموزش صریحی دریافت نکردند. سرانجام، آزمون عروض معنایی دریافتی مجدداً اجرا شد تا مشخص شود که آموزش صریح فعالیت خروجی با در نظر گرفتن یادگیری عروض معنایی چقدر مؤثر بوده است. مقایسه دو روش یادگیری عروض معنایی نشان داد که آموزش زبان اول-محور مؤثرتر بوده و زبان آموزان به طور کلی نسبت به آموزش زبان اول-محور فعالیت خروجی پذیرا تر بودند. این مطالعه حاکی از این است که معلمان و زبان آموزان زبان دوم نمی توانند به راحتی از نقش مهم و غیرقابل انکار زبان اول در یادگیری واژگان زبان دوم به طور اعم و یادگیری عروض معنایی به طور اخص چشم پوشی کنند.
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