نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری گروه زبان و ادبیات انگلیسی، دانشگاه الزهرا، تهران، ایران
2 دانشیار گروه زبان و ادبیات انگلیسی. دانشگاه الزهرا. تهران . ایران
چکیده
در این مقاله رویکردی اجتماعی-شناختی در تدریس مهارت نوشتاری مبتنی برمنابع به عنوان یکی از فعالیت های نوشتاری رایج در جامعه دانشگاهی مورد بررسی قرار می گیرد. نوشتار مبتنی بر منابع، فرایندهای شناختی انتخابِ نقادانه منابع معتبر درونداد، برقراری ارتباط میانِ محتوای آنها با نظرات خود شخص و تلفیق منابع در متن نوشتاریِ یک شخص برای تولید معنا را شامل میشود. همچنین، نوشتار مبتنی بر منابع، نیازمند ابعاد اجتماعی-بافتی دانش نوشتاری دانشگاهی از قبیل اخلاقیات در حق تألیف منابع و آگاهی نویسندگان نسبت به ژانر رشته تحصیلی است (دووی، 2010). بنابراین هدف از تحقیق کیفی تفسیری پیش رو، بررسی وضعیت کنونی رویکردهای بهکارگرفتهشده در کلاسهای مهارت نوشتاری دانشگاهی ایرانی در رشتههای انگلیسی مانند ادبیات انگلیسی، ترجمه زبان انگلیسی و آموزش زبان انگلیسی برای تمرین نوشتار مبتنی بر منابع است. در این راستا، هفت استاد دانشگاه که از سابقه تدریس در کلاسهای نوشتاری دانشگاهی در محیط آموزشی مورد نظر برخوردار بوده، بر اساس نمونهگیری هدفمند انتخاب شدند تا در مصاحبههای ژرفنگر نیمهساختاریافته شرکت کنند. نتایج بهدستآمده نشان میدهد که کلاسهای نوشتاری دانشگاهی، نمیتوانند به صورت کارآمد فرآیندهای شناختی تولید معنا در نوشتار مبتنی بر منابع را ارزیابی کنند. این موارد تحتالشعاعِ آموزش تولید-محور حاکمِ از پیشموجود و تعدادی از محدودیتهای موردِ تأکید مصاحبهشوندگان، از جمله محدودیتهای یادگیرندگان، محدودیت زمانی، و موانع تسهیلات دسترسی به فناوریها هستند. کاربردهایی پژوهش حاضر برای تدوینگران برنامة درسی و مدرسان نوشتار دانشگاهی بحث و بررسی خواهد شد.
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