نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری، دانشکده زبان و ادبیات انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2 دانشیار دانشکده زبان و ادبیات انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
3 استادیار دانشکده زبان و ادبیات انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
چکیده
یادگیری مبتنی بر حل مسأله اخیراً بهدلیل توانایی درگیر کردن فراگیران در فرایند یادگیری و ترغیب به یادگیری عمیق و معنادار اهمیت فراوانی یافته است. این تحقیقِ شبه‌آزمایشی، با هدف به‌کارگیری روش حل مسأله در یک کلاس آموزش زبان انگلیسی عمومی انجام شد تا تأثیر این روش را بر میزان درگیری تحصیلی و توانایی خواندن و درک مطلب فراگیران بررسی کند. یک گروه آزمایش و یک گروه کنترل، هرکدام متشکل از 40 نفر که دانش زبانی آنها با توجه به آزمون کِت (KET) در سطح ابتدایی تعیین شده بود در این تحقیق شرکت کردند. در گروه آزمایش، روش حل مسأله و در گروه کنترل، روش سخنرانی به کار گرفته شد. برای پیش و پس‌آزمون، از هر دو گروه، آزمون درگیری پتالز (PETALS) و خواندن و درک مطلب به عمل آمد. نتایج تحلیل چند متغیره و نیز یک طرفۀ کوواریانس نشان داد که میزان درگیری و توانایی خواندن و درک مطلب در گروه آزمایش بالاتر از گروه کنترل بود. برای داشتن فراگیرانی فعال و موفق در کلاس‌های خواندن و درک مطلب، فعالان حوزۀ آموزش زبان باید به شیوه‌های تدریس دانش‌آموز-محور، مانند روش حل مسأله توجه خاصی داشته باشند.
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