نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه زبان و ادبیات انگلیسی، دانشکده علوم انسانی، دانشگاه قم، قم، ایران
2 کارشناسی ارشد گروه زبان و ادبیات انگلیسی، دانشکده علوم انسانی، دانشگاه قم، قم، ایران
چکیده
علی‌رغم تاکید بسیاری از پژوهشگران بر اهمیت و اثربخشی آموزش منظورشناسی در سرعت بخشیدن به توسعۀ کاربرد زبان در فراگیران زبان انگلیسی به‌عنوان زبان دوم و زبان بیگانه، ابعاد شناختی و روان‌شناختی یادگیری منظورشناسی و چگونگی تأثیر آن بر یادگیری کاربرد زبان تاکنون مورد توجه کافی قرار نگرفته است. بنابراین، در مطالعۀ حاضر تلاش شده است تأثیر احتمالی تجسم خودِ ایدهآل و خود-بایدهای زبان دوم بر کاربرد نقش های زبانی بیگانه بررسی شود. به این منظور 52 فراگیر ایرانیِ زبان انگلیسی در این تحقیق شرکت کردند و در گام نخست، به دو پرسشنامۀ اقتباسی از دورنیِی و تاگوچی (2010) درمورد تجسم خودِ ایدهآل و خود-بایدهای یادگیری زبان دوم پاسخ دادند. همچنین، شرکت‌کنندگان به مدت شش هفته در 30 دقیقۀ پایانیِ کلاس خود، آموزش منظورشناسی دریافت کردند. همۀ شرکت‌کنندگان در پیش‌آزمون و پس‌آزمونِ هشت سناریوییِ شووِر (2009) و جلیلی‌فر (2009) شرکت کردند. با این کار پژوهشگران توانستند دانش منظورشناسی زبان‌آموزان را قبل و بعد از دریافت آموزش منظورشناسی مورد ارزیابی قرار دهند. به‌منظور تحلیل داده‌ها از آمار توصیفی و آزمون تیِ نمونه‌های مستقل استفاده شد. نتایج نشان داد پس از آموزش منظورشناسی، عملکرد گروه زبان‌آموزانی که تجسم خودِ ایدهآل بالاتری داشتند، در انجام آزمون‌های منظورشناختی، بهتر از گروهی بود که خود-بایدهای بالاتری داشتند. یافته‌های این مطالعه همچنین حاکی از آن است که عواملی مانند تجسم خودِ ایدهآل نقشی تعیین‌کننده و محوری در میزان یادگیریِ فراگیرانی دارد که دارای تجسم خودِ ایدهآل یا خود-بایدهای یادگیری زبان دوم بالا هستند.
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