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داوران نشریه در سال 1399

لیست داوران 1400

داوران سال 1401

لیست داوران 1402

تأثیر یادگیری وارونه بر مهارت نگارش انگلیسی و خودکارآمدی دانشجویان پزشکی ایرانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه زبان انگلیسی، شعبة شیراز، دانشگاه آزاد اسلامی، شیراز، ایران

2 استادیار، گروه زبان انگلیسی، شعبة شیراز، دانشگاه آزاد اسلامی، شیراز، ایران

3 گروه زبان انگلیسی، شعبة شیراز، دانشگاه آزاد اسلامی، شیراز، ایران

چکیده

پژوهش حاضر، تأثیر آموزش وارونه بر خودکارآمدی نگارش و عملکرد نگارش دانشجویان پزشکی در دانشگاه علوم پزشکی شیراز را بررسی می‌کند. پنجاه دانشجو در این پژوهش تجربی شرکت کردند. آن‌ها به عنوان گروه آزمودنی مشتمل بر 25 دانشجو و گروه کنترلِ 25 دانشجو دسته‌بندی شدند. گروه کنترل با روش آموزش نگارش سنتی (غیرِ وارونه) آموزش دیدند، در حالی‌که گروه آزمایش با شیوة آموزش وارونه آموزش داده شدند. پرسشنامه به کار رفته در این مطالعه، از پژوهش پریکلز (1994) اقتباس شد و بر اساس مقیاس لیکرت برای نگارش خودباوری نمره داده شد. داده‌ها در یک طرح پیش‌آزمون-پس‌آزمون گردآوری شدند. یافته‌ها نشان داد که آموزش وارونه تأثیر مثبت بیشتری بر بهبود هر دویِ خودکارآمدی نگارش و عملکرد نگارشی زبان‌آموزان در مقایسه با آن‌هایی که به روش سنتی آموزش دیده بودند، داشت. یافته‌ها در این بررسی، دیدگاه معلمان آموزش زبان‌ انگلیسی به عنوان زبان خارجی برای فهم روش‌های نوین آموزشی را گسترش داد.

کلیدواژه‌ها

Appendix A

The Analytic Rubric (Jacobs et al., 1981)

Category 

Score

Criteria

 

 

CONTENT

25-21

EXCELLENT TO VERY GOOD: knowledgeable • substantive •thorough development of thesis • relevant to assigned topic

20-16

GOOD TO AVERAGE: some knowledge of subject • adequate range • limited development of thesis • mostly relevant to topic, but lacks detail

15-11

FAIR TO POOR: limited knowledge of subject • little substance •inadequate development of topic

10-0

VERY POOR: does not show  knowledge of subject • non-substantive • non pertinent • OR  not enough to evaluate

 

 

ORGANIZATION

25-21

EXCELLENT TO VERY GOOD: fluent expression • ideas clearly stated/ supported • succinct • well-organized • logical sequencing • cohesive

20-16

GOOD TO AVERAGE: somewhat choppy • loosely organized but main ideas stand out • limited support • logical but incomplete sequencing

15-11

FAIR TO POOR:  non-fluent • ideas confused or disconnected • lacks logical sequencing and development

10-0

VERY POOR: does not communicate • no organization • OR not enough to evaluate

 

 

LANGUAGE USE

25-21

EXCELLENT TO VERY GOOD: effective complex constructions • few errors of agreement, tense, number, word order/function, article, pronouns, prepositions

20-16

GOOD TO AVERAGE: effective but simple constructions • minor problems in complex constructions • several errors of agreement, tense, number, word order/function, article, pronouns, prepositions but meaning seldom obscured

15-11

FAIR TO POOR: major problems in simple/ complex constructions • frequent errors of negation, tense, number, word order/function, article, pronouns, prepositions and/ or fragments, run-ons, deletions • meaning confused or obscured

10-0

VERY POOR: virtually no mastery of sentence construction rules • dominated by errors • does not communicate • OR not enough to evaluate

 

 

VOCABULARY

15-13

EXCELLENT TO VERY GOOD: sophisticated range •effective word/idiom choice and usage • word for mastery • appropriate register

12-10

GOOD TO AVERAGE: adequate range • occasional errors  of effective word/idiom form, choice, usage but meaning not obscured

9-7

FAIR TO POOR: limited range • frequent  errors  of effective word/idiom form, choice, usage • meaning confused or obscured

6-0

VERY POOR: essentially translation • little knowledge of English vocabulary, idioms, word form • OR not enough to evaluate

 

 

MECHANICS

10

EXCELLENT TO VERY GOOD: demonstrates mastery of conventions • few errors of spelling, punctuation, capitalization, paragraphing

9-8

GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured

7-6

FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing • poor handwriting • meaning confused or obscured

5-0

VERY POOR: no mastery of conventions • dominated by errors of  spelling, punctuation, capitalization, paragraphing • handwriting illegible • OR not enough to evaluate

 

 

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Journal of Language Horizons
دوره 6، شماره 1 - شماره پیاپی 11
خرداد 1401
صفحه 161-182
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هم رسانی
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