نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار آموزش زبان انگلیسی،گروه زبان و ادبیات، عضو هیئت علمی دانشگاه پیام نور، تهران، ایران
2 کارشناس ارشد آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی، دانشگاه پیام نور، رشت، ایران
چکیده
تفکر مباحثه‌محور مسیری را برای فراگیران زبان انگلیسی به‌عنوان زبان خارجی می‌گشاید تا افکار خود را درقالب بحث ابرازکنند، بتوانند مخاطب موردنظر را به‌طور مؤثر متقاعدکنند و برای طرزتفکرشان دلیل ارائه‌دهند که درنتیجه، به تجلی صدای فردی می‌انجامد. در این پژوهش به بررسی تأثیر آموزش تفکر مباحثه‌محور بر تقویت ابراز عقیده در مهارت نگارش گروهی از فراگیران دختر زبان انگلیسی به‌عنوان زبان خارجی با سطح متوسط مهارت زبانی پرداخته‌شده‌است. به‌این‌منظور، 22 زبان‌آموز براساس نمونه‌گیری تصادفی انتخاب و به دو گروه آزمایش و گواه تقسیم شدند. برای اطمینان از همگن‌بودن شرکت‌کنندگان ازنظر سطح بسندگی زبانی، از آزمون تعیین‌سطح آکسفورد استفاده‌شد. گروه آزمایش براساس الگوی آموزش مباحثه‌محورِ الکساندر (2008) درقالب بحث تحلیلی درخصوص هشت موضوع بحث‌برانگیز درطول ده جلسه تحت آموزش قرارگرفت. ازطرف‌دیگر، از گروه گواه خواسته‌شد تا در فعالیت‌‌‌های کلاس نگارش عادی شرکت‌کنند. برای اندازه‌گیری ابراز عقیده، مقیاس ارزیابی میزان ابراز عقیدۀ هِلمز-پارک و استَپلتون (2003) مورد استفاده قرارگرفت. یافته‌‌‌ها نشان‌داد که آموزش مباحثه محور، بحث منطقی، استدلال درست و ارزیابی منطقی و به تبع آن، تجلیِ صدای فردی را ازطریق ابزارهای زبانی و بلاغی برمی‌انگیزد.
کلیدواژه‌ها
Alagozlu, N. (2007). Critical thinking and voice in EFL writing. The Asian EFL Journal, 9(3), 118-136.
Alexander, R. J. (2006). The people’s voice. Times Educational Supplement, 9(4), 780-800.
Alexander, R. J. (2008). Culture, dialogue and learning: Notes on an emerging pedagogy. In N. Mercer & S. Hodgkinson (Eds.), Exploring talk in school (pp. 93-114). Sage.
Alexander, R. J. (2017). Developing dialogue: Process, trial, outcomes [Paper presentation]. EARLI Conference, North Council, Tampere, Finland,
Alexander, R. J., & Wolfe, S. (2008). Argumentation and dialogic teaching: Alternative pedagogies for a changing world. Future lab.
Alkhoudary, Y. (2015). The effect of teaching critical thinking on Al-Buraimi university college students’ writing skill: A case study. International Journal of Applied and English Literature, 4(6), 212-219.
Arend, B., & Sunnen, P. (2016). Dialogic teaching: Investigating teacher-student talk from a CA perspective. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 7(4), 2906-2912.
Barnawi, Z. (2011). Finding a place for critical thinking and self-voice in college English as a foreign language writing classrooms. English Language Teaching, 2(4), 190-197.
Boulter, M, L. (2010). The influence of Socratic questioning in online discussions on the critical thinking skills of undergraduate students [Doctoral dissertation]. The George Washington University, Washington DC. Retrieved fromProQuest Database.
Chappell, P. (2014). Engaging learners: Conversation- or dialogic-driven pedagogy? English Language Teaching Journal, 68(1), 1-11.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Earlbaum Associates.
Dean, d. (2006). Identifying quality, novel, and creative ideas: Constructs and scales for idea evaluation. Journal of the Association for Information Systems, 7(10). 646-699.
Dizon, G. (2016). Enhancing English learners’ writing fluency and lexical richness through timed blogging. Language Teacher, 40(4), 9-15.
Doukmak, R. (2014). Are you sure you don’t have any questions? Dialogic teaching as a way to promote students’ questions. ELTED, 16, 27-33.
Elbow, P. (1981). Writing with power: Techniques for mastering the writing process. Oxford University Press.
Elbow, P. (1994). What do we mean when we talk about voice in texts? In K. B. Yancey (Ed.), Voices on voice: Perspectives, definitions, inquiry(pp. l-35). National Council of Teachers of English.
Escobar, C. F., & Fernández, L., C. (2017). EFL Learners’ development of voice in academic writing: Lexical bundles, boosters/hedges and stance-taking strategies. Gist Education and Learning Research Journal, 15(1), 96-124.
Fahim, M., & Mirzaii, M. (2014). Improving EFL argumentative writing: A dialogic critical thinking approach. International Journal of Research Studies in Language Learning, 3(1), 3-20.
Frijters, S., Ten Dam, G., & Rijlaarsdam, G. (2008). Effects of dialogic learning on value-loaded critical thinking. Learning and Instruction, 18(1), 66-82.
Gemmell, M. (2008). The effect of dialogic teaching on students' critical thinking disposition. Procedia-Social and Behavioral Sciences, 69, 1358-1368.
Guinda, C. S., & Hyland, K. (2012).Introduction: A context-sensitive approach to stance and voice. In K. Hyland & C. S. Guinda (Eds.), Voice and stance in academic writing (pp. 1-11).Palgrave Macmillan.
Hall, J. K. (2018). From L2 interactional competence to L2 interactional repertoires: Reconceptualising the objects of L2 learning. Classroom Discourse, 9(1), 25-39.
Harwood, N. (2005). ‘We do not seem to have a theory … the theory I present here attempts to fill this gap’: Inclusive and exclusive pronouns in academic writing. Applied Linguistics, 26(3), 343–375.
Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications. Journal of Second Language Writing, 12, 245-265.
Hemati, F., & Valadi, A. (2107). EFL classroom discourse in Iranian context: Investigating teacher talk adaptation to students’ proficiency level. Iranian Journal of Applied Language Studies, 8(2), 99-122.
Hirvela, A., & Belcher, D. (2001). Coming back to voice: The multiple voices and identities of mature multilingual writers. Journal of Second Language Writing, 10(12), 83-106.
Hyland, K. (2002). Authority and invisibility: Authorial identity in academic writing. Elsevier Science B. V.
Hyland, D. (2010). Increasing student achievement in writing through teacher inquiry: An evaluation of professional development impact. National Writing Project.
Ibrahim, N., & Nambiar, R. M. (2012). Scaffoldings in academic writing: The role of intercultural rhetoric and genre analysis in academic socialization. Procedia-Social and Behavioral Sciences, 59, 438-442.
Ivanic, R., & Camps, D. (2001). I am how I sound: Voice as self-representation in L2 writing. Journal of Second Language Writing, 10, 3-33.
Jacobs, H. L., Stephen, A., Zingkgraf, D. R., Wormuth, V., Faye, H., Jane, B., & Hughey. (1981). Testing ESL composition: A practical approach. Newbury House Publishers, Inc.
Jamali, N, A. (2015). Dialogism versus monologism: A Bakhtinian approach to teaching. Procedia-Social and Behavioral Sciences, 205, 642-647.
Johns, A. M. (1997). Text, role, and context. Cambridge University Press.
Lee, R., & Gray, S., (2019). 'Please, somebody talk': Incorporating dialogical critical thinking into EFL classes for young beginners. The Asian EFL Journal January, 21(1),29-57.
Marchenkova, L. (2005). Interpreting dialogue: Bakhtin’s theory and second language learning [Electronic doctoral Dissertation]. The Ohio State University, U.S. https://etd.ohiolink.edu/
Matsuda, P. K. (2001). Voice in Japanese written discourse: Implications for second language writing. Journal of Second Language Writing, 10, 35–53.
Matsuda, P. K. (2015). Identity in written discourse. Annual Review of Applied Linguistics, 35(3), 140–159.
Matsuda, P. K., & Tardy, C. M. (2007). Voice in academic writing: The rhetorical construction of author identity in blind manuscript review. English for Specific Purposes, 26, 235-249.
Matusov, E. (2007). Application of Bakhtin scholarship on discourse and education: A critical review essay. Educational Theory, 57(2), 215-237.
Molinari, L., & Mameli, C. (2013). Process quality of classroom discourse: Pupil participation and learning opportunities. International Journal of Educational Research, 62, 249-258.
Olinger, A. R. (2011). Constructing identities through “discourse”: Stance and interaction in collaborative college writing. Linguistics and Education, 22(3), 273-286.
Oxford Placement Test (2001). Quick placement test. Oxford University Press and the University of Cambridge Local Examinations Syndicate.
Paul, R., & Elder, L. (2004). The nature and functions of critical and creative thinking: The foundation for critical thinking. Foundation for Critical Thinking.
Prior, P. (2001). Voices in text, mind, and society: Sociohistoric accounts of discourse acquisition and use. Journal of Second Language Writing, 10, 55-81.
Rahimi, M., Mirzaei, A., & Ranjbar, M. (2012). Appraising Iranian L2 classroom discourse contents from the critical pedagogy perspective. Journal of Research in Applied Linguistics, 3(1), 62-80.
Ramanathan, V., & Atkinson, D. (1999). Individualism, academic writing and ESL writers. Journal of Second Language Writing, 8(1), 45-75.
Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The Reading Teacher, 65(7), 446-456.
Scollon, R., Tsang, W. K., Li, D., Yung, V., & Jones, R. (1998). Voice, appropriation, and discourse representation in a student writing task. Linguistics and Education, 9(3), 227-250.
Sedova, K. (2017). A case study of a transition to dialogic teaching as a process of gradual change. Teaching and Teacher Education, 67, 278-290.
Stapleton, P. (2002). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal, 56(3), 250-257.
Tanaka, J. (2014). A dialectical approach to critical thinking in EAP writing. University of Hawaii Second Language Studies Paper, 33(1), 53-84.
Tardy, C. (2012). Voice construction, assessment, and extra-textual identity. Research in the Teaching of English, 47(1), 64-99.
Tardy, C. M., & Matsuda, P. (2009). The construction of author voice by editorial board members. Written Communication, 26(1), 32-52.
Wegerif, R. (2007). Dialogic education and technology: Expanding the space of learning. Springer.
Yaqubi, M., & Rashidi, N. (2019). Comparative evaluation of dialogic versus monologic pedagogy among EFL instructors and teacher educators in Iran. Iranian Journal of English for Academic Purposes, 8(2), 12-33.
Zare-ee, A., Hematiyan, N., & Askari Matin, A (2014). Voice in short argumentative texts written by undergraduate learners of English. The Journal of Teaching Language Skills, 6(1), 93-111.
)