نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تبریز
2 استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تبریز
3 دانشیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تبریز
چکیده
در این تحقیق تلاش بر آن است که دریابیم آیا استراتژی های متفاوت بازخورد تصحیحی شامل بازخورد ضمنی، صریح و پیدایشی میتوانند صحت دستوری و سلاست کلامی زبان آموزان ایرانی را به طور متفاوتی تحت تاثیر قرار دهند. علاوه بر این، نگرش زبانآموزان را نسبت به اینکه آنها چطور احساسی در مورد انواع بازخورد تصحیحی در کلاس دارند بررسی نمود. جهت تحقق این اهداف، محققان 54 زبان آموز همگن سطح پیش متوسط را بر اساس نتایج آزمونPET انتخاب کردند و آنها را به طور تصادفی در 3 گروه آزمایشی قرار دادند: گروه ضمنی، گروه صریح و گروه پیدایشی. در حالی که گروه های ضمنی و صریح به ترتیب فقط بازخورد ضمنی و تصحیح صریح برای خطاهای تولید شفاهیشان دریافت کردند، گروه پیدایشی بازخورد تصحیحی را از نوع ضمنی به طرف نوع صریح دریافت کرد. فعالیت های داستان شفاهی و توصیف تصویر و مصاحبه های نیمه ساختار یافته جهت جمع آوری داده های کمی و کیفی مطالعه بکار برده شدند. نتایج آمار استنباطی تفاوت های معناداری را در میان انواع بازخوردها از لحاظ صحت دستوری در زمان گذشته و آینده نشان داد. علاوه بر این، گروه پیدایشی عملکرد بهتری را در مقایسه با دیگر گروه ها از لحاظ صحت دستوری داشت. اما از لحاظ سلاست کلامی، تفاوت معناداری میان انواع بازخوردها مشاهده نشد. نتایج تحلیل محتوا همچنین نشان داد که زبان آموزان اکثرا ترجیح می دادند که بازخورد پیدایشی دریافت کنند و در فرایند تصحیح خطا مشارکت داشته باشند. یافته های این تحقیق میتواند آگاهی محققان، معلمان و مربیان آموزشی را در رابطه با عملکرد انواع بازخورد تصحیحی افزایش دهد.
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