نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد اردبیل، اردبیل، ایران
2 استادیار گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد اردبیل، اردبیل، ایران
3 استادیار گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد اردبیل، اردبیل، ایران.
چکیده
در پژوهش حاضر تلاش بر آن بود تا زبان‌آموزان انگلیسی به‌عنوان زبان خارجی که به‌لحاظ شناختی بیشتر فعال هستند و آنهایی که کمتر فعال هستند، درخصوص برداشتشان از استفاده‌از مدل تبیینی به‌عنوان یک نوآوری در کلاس انگلیسی مورد بررسی قرارگیرند. دَه زبان‌آموز مذکر سطح متوسط انگلیسی به‌عنوان زبان خارجی از یکی از موسسه‌های زبان ایران در این تحقیق شرکت کردند که از بین 60 زبان‌آموز همگن به‌صورت تصادفی برگزیده شدند. از میان این دَه شرکت‌کننده پنج نفر ازنظر شناختی بیشتر فعال و پنج نفر کمتر فعال بودند. این افراد براساس پاسخ‌هایشان به پرسشنامۀ معتبر مشخصات شناختی انتخاب شدند. برای استخراج دیدگاه زبان‌آموزان بیشتر و کمتر فعال شناختی درمورد مدل تبیینی از مصاحبه استفاده شد. یافته‌های این تحقیق مشخص کرد فراگیرانی که به‌لحاظ شناختی بیشتر فعال هستند نسبت به آنهایی که کمتر فعالند از کلاس روش تبیینی بیشتر لذت می‌برند. همچنین فراگیران فعال شناختی نسبت به زبان‌آموزان کمترفعال از کلاس روش تبیینی بهرۀ بیشتری بردند. آنها مهارت گفتاری و نوشتاری زبان دوم خود را مثبت ارزیابی کردند. هر دو گروه عنوان داشتند که از کلاس روش تبیینی خوششان آمده و این نوع کلاس نسبت به روش‌ها و کلاس‌هایی که پیش‌از‌آن تجربه کرده‌بودند جذاب‌تر است. بااین‌وجود، زبان‌آموزانی که به‌لحاظ شناختی کمترفعال بودند، بیان‌کردند که احساس خستگی می‌کردند زیرا تکالیف فراتر از سطح توانایی آنها بود و نمی‌توانستند از عهدۀ همۀ آنها برآیند. یافته‌های این تحقیق در حوزۀ آموزش زبان انگلیسی به‌عنوان زبان خارجی کاربردهای عملی دارد.
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