نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار، گروه زبان انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه بین‌المللی امام خمینی، قزوین، ایران
2 دانش‌آموختۀ کارشناسی ارشد آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه بین‌المللی امام‌خمینی،
چکیده
نظربه اهمیت همآیندهای واژگانی، تلاش‌های گوناگونی برای یافتن راه آسان‌سازی یادگیری آنها انجام شده‌است. یکی از این تلاش‌ها به‌کارگیری مدل‌های ارزیابی پویا است. در این پژوهش، اثربخشیِ سه مدل ارزیابی پویا شامل مدل اندازه‌گیری پتانسیل یادگیری بوداف، ارزیابی پویای گروهی و مدل تجربۀ یادگیری با مداخلۀ شدید بر یادگیری همآیندهای انگلیسی با آموزش عادی مقایسه شده‌است. به این منظور تعداد120 دانش‌آموز پسر دبیرستان علامه‌حلی 5 به‌صورت نمونه‌گیری آسان انتخاب شدند. یک آزمون درک همآیندهای واژگانی که توسط پژوهشگران طراحی شده و شامل یکصد پرسش بود به‌عنوان پیش‌آزمون مورداستفاده قرارگرفت. دانش‌آموزان به چهار گروه دست‌نخورده تقسیم شدند. سپس هریک از گروه‌ها به‌مدت 16 جلسه مورد آموزش متفاوت قرارگرفتند. یک آزمون چندگزینه‌ای و یک آزمون پرکردن جای‌خالی، هریک شامل 30 پرسش، به‌عنوان پس‌آزمون به‌کارگرفته‌شد. تحلیل داده‌ها بااستفاده‌از فرآیند تحلیل واریانس یک‌سویه نشان داد که هم در درک و هم در تولید همآیندهای انگلیسی، مدل تجربۀ یادگیری با مداخلۀ فشرده، موثرتر از مدل‌های دیگر است. یافته‌های این پژوهش می‌تواند برای دانش‌آموزان، مدرسان، تهیه‌کنندگان مطالب درسی و نیز ارزیابان زبان کاربردهای سودمندی داشته باشد.
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