نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار دانشکدۀ زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران
2 استاد دانشکدۀ زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران
3 دانشجوی دکتری آموزش زبان انگلیسی، دانشکدۀ زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران
چکیده
نحوۀ بیان کنش‌های گفتاری در فرهنگ‌های مختلف متفاوت است. در هر فرهنگ، افراد ممکن است درک و برداشت متفاوتی از مؤلفه‌های اجتماعی یکسان داشته باشند. چنین تفاوت‌هایی می‌تواند هنگام بیان کنش‌های گفتاری مانند درخواست، باعث سوء برداشت‌های بین‌فرهنگی شود. پژوهش حاضر با استفاده از طبقه‌بندی تحلیل درخواستِ بلوم-کالکا و همکاران (1989ب) و شاور (2009)، به بررسی میزان انحراف زبان‌آموزان ایرانیِ زبان انگلیسی از هنجارهای انگلیسی‌زبانان در استفاده از تعدیل‌های (درونی و بیرونی) کنش گفتاریِ درخواست و تأثیر آموزش مبتنی بر طبقه‌بندی بلوم بر فراگیری این تعدیل‌های درونی و بیرونی پرداخته است. در این راستا، برای جمع‌آوری داده‌ها از آزمون نوشتاری تکمیل گفتمان (WDCT) که پژوهشگران طراحی کرده بودند، استفاده شد. شصت و یک شرکت‌کننده در این پژوهش شرکت کردند: گروه کنترل (23 نفر)، گروه آزمایشی (20 نفر) و گروه انگلیسی‌زبان (18 نفر). تمامی داده‌ها براساس چهارچوب اقتباسی از بلوم-کالکا و همکاران (1989ب) و شیوۀ کدگذاریِ تعدیل‌های درونی و بیرونیِ شاور (2009) طبقه‌بندی شدند. نتایج پیش‌آزمون نشان داد بین استفادۀ زبان‌آموزان از راهبردهای تعدیل کنش گفتاریِ درخواست با هنجارهای انگلیسی‌زبانان، تفاوت معنی‌داری وجود دارد. همچنین مشخص شد پس از آموزش مبتنی بر طبقه‌بندی بلوم، گروه آزمایشی در به‌کارگیری بسیاری از راهبردهای تعدیل درونی و بیرونی به سمت هنجارهای انگلیسی‌زبانان پیشرفت کرد. یافته‌های این پژوهش نشان می‌دهد استفاده از طبقه‌بندی بلوم با تمرکز ویژه بر مهارت‌های فکری سطح بالا در طراحی فعالیت‌های کاربردشناختی می‌تواند به زبان‌آموزان در فراگیری هنجارهای انگلیسی‌زبانان کمک کند.
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