نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری، گروه زبان و ادبیات انگلیسی، واحد آیت الله آملی، دانشگاه آزاد اسلامی، ، دانشکده زبان و ادبیات انگلیسی، آمل، ایران
2 استادیار گروه زبان و ادبیات انگلیسی، واحد آیت الله آملی، دانشگاه آزاد اسلامی، آمل، مازندران. ایران
3 استادیار گروه زبان انگلیسی، واحد خوراسگان، دانشگاه آزاد اسلامی، اصفهان، ایران.
چکیده
الگوی تعاملی، به عنوان یک نظام یادگیری منحصر به فرد هوشمند، برای کمک به معلمهای زبان پیشنهاد شده تا با گذر از محدودیتهای روششناختی سنتی و ارجاع به ماهیت کلی زبانآموزان، تجربههای فراگیران دگرگون شود. پژوهش حاضر با هدفِ بررسی تأثیر استفاده از مدل تعاملی بر مهارتهای صحبت کردن زبانآموزانِ انگلیسی ایرانی انجام شد. به این منظور، از میان جامعة هدف زبانآموزان انگلیسی در یکی از مؤسسههای زبان در ایران، صد دانشآموز زن در سطح متوسط با ردة سنی ۱۸ تا ۲۵ سال که به صورت تصادفی از میان ۱۵۰ شرکتکننده انتخاب شدند، بر مبنای روش شنیداری-گفتاری (تعداد = ۳۲)، آموزش زبان تکلیف-محور (تعداد= ۳۳) و الگوی تعاملی (تعداد= ۳۵) مورد آموزش قرار گرفتند. با بهرهگیری از چرخة سهگانهای مشتمل بر پیشآزمون، مداخله و پسآزمون، دادههای بهدستآمده با نرم افزاراس پی اس اس تحلیل شدند. نتیجة تحلیل دادههای پسآزمون نشان داد شرکتکنندههایی که با مدل تعاملی آموزش دیدهاند به طور معناداری بر دیگر نمونههای هدف در زمینه تکلیفهای صحبت کردن زبان دوم برتری داشتند. در نتیجه، شرکتکنندگان در هر سه گروه مورد مصاحبه قرار گرفتند تا مشاهده شود آنها چگونه مزیّتهای ذاتی مدل تعاملی در تمرین واقعی را درک کردند. یافتههای کمی بهدستآمده از مصاحبه با دانشآموزان از طریق تحلیل محتوا با تکیه بر فرمهای رمزگذاری باز و محوری تحلیل شد و نتایج نشان داد که الگوی تعاملی بیشتر از جنبة آموزشی کارآمدتر از آموزش زبان تکلیفمحور و روش شنیداری-گفتاری بود. بیگمان، یافتهها میتواند برای زبانآموزان انگلیسی، برنامهریزان و مدرسان زبان خارجی کاربردهای جالبِ توجهی داشته باشد.
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