نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه زبان انگلیسی، دانشگاه محقق اردبیلی، اردبیل، ایران
2 کارشناس ارشد، گروه زبان انگلیسی، دانشگاه محقق اردبیلی، اردبیل، ایران
چکیده
پژوهش حاضر به واکاوی تأثیرگذاری و اثربخشی تدریس واژهیاب بنیاد بر یادگیری و استفاده از باهمآیی حروف اضافه به وسیلة زبانآموزان ایرانی پرداختهاست. افزون بر این، مسائل آموزشی آن را از دیدگاه دانشآموزان و معلم مورد کنکاش قرار دادیم. به این منظور، 60 زبان آموز سطح متوسط همگونِ زبان دوم در قالب دو گروه 30 نفرهای هدف و کنترل در مطالعه شرکت کردند. یک آزمون محققساخته درباره باهمآیی حروف اضافه به عنوان پیشآزمون، برای اطمینان از اینکه دانش باهمآیی حروف اضافه زبانآموزان تقریباً برابر باشد، برگزار گردید. سپس، دو نسخة موازی پیشآزمون، به عنوان پسآزمونهای بلافصل و تأخیردار با هدف ارزیابی تأثیر(های) احتمالی هشت جلسه شصت دقیقه ای اجرا شد. یافتههای آزمون تحلیل واریانس اندازهگیریهای مکرر تفاوت معناداری را بین نتایج گروه آزمایش و گروه کنترل از پسآزمونهای پیوسته تا تأخیری نشان داد. همچنین، تأثیر متقابل زمان و گروه معنادار بود. در پایان پژوهش، یک پرسشنامة بیستمادهای به کار گرفته شد تا نگرش شرکتکنندگان نسبت به استفاده از واژهیاب برای یادگیری باهمآیی حروف اضافه به دست آید. یافتهها نشان داد که تقریباً همه پاسخدهندگان نسبت به یادگیری باهمآیی حروف اضافه از طریق واژهیابی نگرش مثبتی داشتند، اگرچه برخی شرکتکنندهها با دشواریهای فناوری یا تمرینی در هنگام بهرهگیری از این فناوری روبهرو شدند. همچنین نگرش معلم نسبت به آموزشِ باهمآییِ حروف اضافة مبتنی بر واژهیاب را با مصاحبه مورد بررسی قرار دادیم که به مسائل و امکانهای بیشتری برای تمرین آموزش کلاسی اشاره داشت. سرانجام، کاربردهای این تحقیق برای بررسی آموزش زبان و زبانشناسی کاربردی مورد بحث قرار گرفت.
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