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داوران نشریه در سال 1399

لیست داوران 1400

داوران سال 1401

لیست داوران 1402

تأثیر پیاده‌سازی مدل کلاس وارونه بر تفکر انتقادی و عملکرد فراگیران زبان انگلیسی ایرانی در یادگیری دستور زبان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد، گروه آموزش زبان انگلیسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران

2 استادیار، گروه آموزش زبان انگلیسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران

چکیده

کلاس وارونه، یک رویکرد آموزشی است که می‌تواند سببِ ارتباطات رودرروی اضافی با دانش‌آموزان در کلاس شود. اگر چه پژوهش‌هایی وجود دارد که اغلب کلاس وارونه را به طور کلی بررسی کرده‌اند، اما مطالعات اندکی به ویژه تفکر انتقادی و عملکرد در یادگیری دستور زبان را بررسی کرده‌اند. طرح این پژوهش نیمه‌تجربی بود. این مطالعه در یک کلاس انگلیسی به مدت شش هفته در سال 2020 به اجرا درآمده‌است. 360 زبان‌آموز انگلیسی با استفاده از نمونه‌گیری خوشه‌ای چندمرحله‌ای از دو موسسة مختلف در محدوده سنی 13تا سالگی 19 که در سطوح متوسط و بالاتر از آن تحصیل می‌کردند، انتخاب شدند. از میان پنجاه فیلم پیرامونِ دستور، هشت محتوای دستور زبان بر اساس شاخص روایی محتوا و نسبت روایی محتوا انتخاب شدند. پرسشنامه‌های آزمون‌های عملکرد انگلیسی و تفکر انتقادی به کار گرفته شدند. گروه آزمایشی با مدل کلاس درسی وارونه آموزش دیدند در حالی که دوره‌های آموزشی بر اساس برنامه فعلی در گروه کنترل به اجرا درآمد. معلوم شد که هیچ اختلاف چشمگیری میان نمره‌های پیش‌آزمون و پس‌آزمون گروه کنترل وجود ندارد، در حالی که بین نمره‌های پیش‌آزمون و پس‌آزمون گروه آزمایش تفاوت معناداری وجود دارد. می‌توان به معلمان پیشنهاد داد از مدل کلاس وارونه استفاده کنند تا تفکر انتقادی و عملکرد فراگیران را تقویت کنند.

کلیدواژه‌ها

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Journal of Language Horizons
دوره 6، شماره 1 - شماره پیاپی 11
خرداد 1401
صفحه 183-204
فایل ها
هم رسانی
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