نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران
2 استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران
چکیده
هرچند نقش شرایط برنامه‌ریزی درسکار، به‌عنوان عاملی تاثیرگذار بر عملکرد گفتاری فراگیران خارجی زبان انگلیسی همواره دغدغۀ محققین بوده، تاکنون هیچ پژوهشی به بررسی تاثیر برنامه‌ریزی زمان و تلفیق تدریس مهارت‌های پرسشگری بر عملکرد گفتاری این دسته از زبان‌آموزان نپرداخته است. از این رو، پژوهش حاضر به بررسی تاثیر برنامه‌ریزیِ پیش‌درسکار و آموزش پرسشگری بر صحت و پیچیدگی دستوریِ ارائۀ گفتاری زبان‌آموزان سطح متوسط در موسسه‌ای در استان مازندران پرداخته است. این پژوهش با تکیه بر پرسش‌های شناختی سطح برتر بلوم و اتخاذ روش پیش‌آزمون و پس‌آزمون شبه‌تجربی شکل گرفت و بر این اساس، عملکرد سه گروه شرکت‌کننده در درسکارهای شفاهیِ پیش و پس از آموزش بررسی گردید. گروه‌های شرکت‌کننده، دو گروه تجربی با شرایط برنامه‌ریزی تمرین به‌علاوۀ پرسش‌های شناختی سطح برتر (گروه تجربی اول) و برنامه‌ریزی راهبردی درکنار پرسش‌های شناختی سطح برتر (گروه تجربی دوم) و یک گروه کنترل با شرایط بدون برنامه‌ریزی با پرسش‌های شناختی سطح برتر را شامل می‌شد. براساس نتایج، تلفیق برنامه‌ریزی پیش‌درسکار و پرسش‌های شناختی سطح برتر تاثیر مثبتی بر پیچیدگی دستوری و صحت توصیف گفتاریِ زبان‌آموزان داشت. به‌طور خاص، ثابت شد برای آنکه آموزش در ارتباط با تولید گفتاریِ فراگیران خارجی زبان انگلیسی از نظر هر سه معیار ثمربخش‌تر باشد، تلفیق شرایط برنامه‌ریزی تمرین با پرسش‌های شناختی سطح برتر، بهینه‌ترین حالت ممکن است. در همین ارتباط، یافته‌های این پژوهش، فرضیۀ تناقض بین صحت و پیچیدگی دستوری را رد کرد چراکه هردوی آنها به‌طور همزمان افزایش یافتند. در پایان با توجه به نتایج به دست آمده، پیشنهاد می‌شود برای آنکه آموزش درسکارمحور به نحو موثرتری به عملکرد فراگیران خارجیِ زبان انگلیسی کمک کند، بهتر است این روش آموزشی با انعطاف بیشتر با سایر عوامل آموزشی از جمله مهارت‌های تفکر که اثربخشی‌شان در این پژوهش به اثبات رسید، تلفیق شود.
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