نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد، دانشگاه آزاد اسلامی، واحد سنندج، سنندج ، ایران

2 استادیار، دانشگاه آزاد اسلامی، واحد سنندج، سنندج ، ایران.

چکیده

مطالعۀ حاضر با هدف بررسی تاثیر استفاده از مواد آموزشیِ پیکره‌بنیادِ ارتقایافته و ارتقانیافته بر فراگیری اصطلاحات نامتجانس توسط فراگیران سطح متوسط زبان انگلیسی انجام شده است. ابتدا با استفاده از روش نیمه‌تجربی و نمونه‌گیری آسان، از میان زبان‌آموزان سطح متوسط کلاس‌های مختلف یک موسسه در سنندج 120 شرکت‌کنندۀ خانم انتخاب شدند. سپس به آنها آزمون نلسون داده شد و نتایج آن براساس انحراف معیار استاندارد و میانگین امتیاز به‌دست آمده برای انتخاب 90 شرکت‌کننده مورد استفاده قرار گرفت. در مرحلۀ بعد، شرکت‌کنندگان به سه گروه 30 نفره تقسیم شدند. پیش از فرایند مداخله، شرکت‌کنندگان هر سه گروه، آزمون اصطلاحات نامتجانس را دریافت کردند که توسط محقق طراحی شده بود. سپس در جریان مداخله، شرکت‌کنندگان اولین گروه تجربی،  مواد آموزشی پیکره‌ایِ ارتقایافته دریافت کردند. به گروه دوم، مواد آموزشی پیکره‌ایِ ارتقانیافته داده شد و گروه کنترل هیچ‌کدام از مواد آموزشیِ پیکره‌بنیاد را دریافت نکردند و برنامه‌ی معمول موسسه را دنبال کردند. در پایان مداخله و به‌عنوان پس‌آزمون، همان پیش‌آزمون اصطلاحات نامتجانس برای هر سه گروه شرکت‌کننده برگزار شد. نتایج تحلیل‌ کوواریانس نشان داد که هم مواد آموزشیِ پیکره‌بنیاد ارتقایافته و هم ارتقانیافته تاثیر مهمی بریادگیری زبان‌آموزان می‌گذارند، هرچند این دو روش نیز خود تفاوت معناداری با هم دارند و مواد آموزشیِ پیکره‌بنیاد ارتقانیافته موثرتر است. در پایان، با توجه به نتایج پژوهش حاضر، به مدرسان زبان انگلیسی توصیه می‌شود از مواد آموزشی پیکره‌بنیاد، به‌ویژه برای آموزش اصطلاحات نامتجانس استفاده کنند.

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