نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران

2 استادیار، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران.

3 گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران.

چکیده

هدفِ پژوهشِ حاضر، مشتمل بر دو بخش است: نخست، این پژوهش به بررسی تأثیر سطحِ دشواریِ فعالیتِ گفتاری بر کمیتِ رمزگردانیِ فراگیرانِ انگلیسی به عنوان زبان خارجیِ سطحِ پائین‌تر از متوسط پرداخته‌است. دوم، تأثیر دشواریِ فعالیتِ گفتاری بر کیفیتِ رمزگردانی شرکت‌کننده‌ها مورد بررسی قرار گرفته‌است. شرکت‌کنندگان این پژوهش، 61  فراگیر زبان انگلیسی سطح پائین‌تر از متوسط، در مؤسسه‌ای خصوصی در ایران بودند. این افراد دوازده تمرین در سه سطح آسان، متوسط و دشوار که توسط پژوهشگران طراحی شده بود، را به اجرا درآوردند. یافته‌ها نشان داد که کمتر از 10 درصد از عباراتِ دانش‌آموزان، مشتمل بر رمزگردانی بودند. شرکت‌کننده‌های پژوهش، به صورت معناداری مقوله‌های رمزگردانی را در شرایط تمرین دشوار به کار گرفتند. نتایج نشان دادند که شرکت‌کننده‌ها از رمزگردانی برای هدف‌های گوناگونی از جمله واژگان، ساختار نحوی، محتوا، روشِ تبیین، نوبت‌گیری، و تلفظ بهره گرفته‌اند. فراگیران عملکردهای بیانی، ارجاعی و نقش‌های زبانی مستقیم را به کار بردند تا به اهدافشان برسند و تعداد مقوله‌های مستقیم به واسطة سطح دشواری فعالیت نیز افزایش یافته بود. با توجه به مخاطبِ رمزگردانی‌، تحلیل استنباطی داده‌ها نشان داد که رمزگردانی خود-محور، همکلاسی-‌محور، معلم-محور، معلم و سپس همکلاسی-‌محور و همکلاسی و سپس معلم‌-محور بودند. شرکت‌کننده‌ها، تقریباً نیمی از رمزگردانی‌ را با همکلاسی خود به کار برده بودند؛ اما حاصل فعالیت‌های دشوارتر، استفادة بیشتر از مقوله‌های رمزگردانی معلم-محور بود.

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