نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد ملایر، همدان، ایران
2 استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد ملایر، همدان، ایران
چکیده
نظریۀ پردازش‌پذیری نظریه‌ای مرتبط با فراگیری زبان دوم است که به‌منظور توضیح مراحل پیشرفت در فراگیری زبان دوم و پدیده‌های دیگر شکل گرفت (پینمان، 1988الف). پردازش‌پذیری از دهۀ 1990 یکی از اصلی‌ترین دغدغه‌های پژوهشی در حوزۀ فراگیری زبان دوم بوده است. پژوهش حاضر، در چارچوب این نظریه، فراگیری مرحله‌ای دو ساختار «نشانۀ سوم‌شخص مفرد» و «الغای جابه‌جایی فعل کمکی و فاعل» را ازطریق تحلیل نوشتارهای زبان‌آموزان ایرانی در پنج سطح مبتدی تا پیشرفته بررسی نموده و آنها را با مدل پیشرفت مرحله‌ای ساختارهای واژ-نحویِ پینمن (1988الف) مقایسه کرده است. داده‌های مورد نیاز این پژوهش که با بهره‌گیری از روش تحقیق توصیفی انجام شده، از ۳۵۰ زبان‌آموز در پنج سطح مبتدی، پیش‌متوسط، متوسط، فوق متوسط و پیشرفته گرد‌آوری و مورد تحلیل قرار گرفته است. به این منظور، نمونۀ عملکرد نوشتاری شرکت‌کنندگان در چند فعالیت متفاوت، شامل فعالیت مقدماتی، کارهای روزانه و عادتی، بازگویی داستان، توصیف تصویر و فعالیت انشا و ارتباطی جمع‌آوری شد. داده‌ها هم به لحاظ کیفی به منظور بازشناسی و طبقه‌بندیِ نوع و ترتیب ساختارهای واژ-نحوی و هم به لحاظ کمّی با محاسبۀ میانگین مورد تحلیل قرار گرفتند. نتیجۀ آزمون کروسکال-والیس نشان داد که هر دو ساختار واژ-نحوی «نشانۀ سوم‌شخص مفرد» و «الغای جابه‌جایی فعل کمکی و فاعل» در مراحل اولیۀ یادگیری زبان انگلیسی ظاهر می‌شوند. در روندی بسیار مشابه، با ارتقاء سطح فراگیران، توانش زبانی آنها در این دو ساختار قوی‌تر می‌شود. یافته‌های تحقیق نشان می‌دهد نظریۀ پردازش‌پذیری تا حد بسیار زیادی در مورد زبان آموزان ایرانی معتبر است.
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