نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری، گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2 استادیار گروه آموزش زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
3 دانشیار، گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
چکیده
با گذشت زمان به سبب تأثیرات احتمالی تکنیک‌های متفاوت ایجادِ آگاهی بر عملکرد زبان‌آموزان، توجه به آگاهی زبانی به طور چشمگیری افزایش یافته‌است. پژوهشِ حاضر به ویژه، به بررسی اثرات چنین تکنیک‌هایی بر عملکرد نوشتاری فعالیت داستان‌محور در زبان‌آموزانِ سطحِ متوسط ایرانی می‌پردازد. شرکت‌کنندگان پژوهش حاضر، مشتمل بر 40 زبان‌آموز بودند که همگنیِ اولیة آن‌ها، از جنبة مهارت زبانی، با یک آزمونِ زبانِ عمومی مورد سنجش قرار گرفت. سپس، آن‌ها به طور تصادفی در یک گروه آزمایش و یک گروه کنترل - که هر یک مشتمل بر 20 نفر بودند، قرار گرفتند. دورة آموزش 17 جلسه، به طول انجامید که طی آن به شرکت‌کنندگانِ گروهِ آزمایش، تکنیک‌های ایجاد آگاهیِ نحوی از طریق «اجزای دستوریِ داستان» و «تصحیح آرایشِ واژگانی» آموزش داده شد. بلافاصله پس از آموزش، پس‌آزمونی مشتمل بر فعالیت داستان‌محور گرفته شد. یافته‌های برآمده از تجزیه و تحلیل داده‌ها نشان داد گروه آزمایش که با چنین تکنیک‌هایی آموزش دیده بودند، در مقایسه با گروه کنترل، در نقلِ داستان‌های کوتاه به صورت مکتوب، عملکرد بهتری داشتند. یافته‌های پژوهشِ حاضر، نقشِ آگاهیِ زبانی در بهبودِ مهارتِ زبانی در زبان‌آموزان را برجسته نموده و راه را برای گنجاندن این گونه تکنیک‌ها در برنامه‌های آموزشی، هموار می‌سازد.
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