نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه زبان انگلیسی، دانشگاه بینالمللی امام خمینی، قزوین، ایران
2 گروه زبان انگلیسی، دانشگاه بینالمللی امام خمینی، قزوین، ایران.
چکیده
کاستن از اضطراب در یادگیری زبان خارجی از دیرباز یکی از نگرانیهای بسیاری از معلمها بودهاست. پژوهش کنونی به بررسی اثرات سه مدل ارزیابی پویا بر اضطراب شنیداری و گفتاری زبان خارجی متمرکز بود. شرکتکنندگان در پژوهش تعداد 120 فراگیر زبان انگلیسی ایرانی سطح پیشمیانی در آموزشگاه زبانی در قزوین، ایران بودند. زبانآموزان بهطور تصادفی در چهار گروه (سه گروه آزمایشی و یک گروه کنترل) قرار گرفتند. پیش از آغاز آموزش، همگونی زبانآموزان بهلحاظ سطح بسندگی با آزمون بسندگی آکسفورد کنترل شد. سپس پرسشنامههای اضطراب شنیداری و گفتاری بهعنوان پیشآزمون به هر چهار گروه داده شد. آنگاه، بهمدت 10 جلسه، زبانآموزان گروه اول آموزش شنیدار و گفتار خود را با رویکرد سنجش قابلیت یادگیری بودلف دریافت نمودند؛ درحالیکه گروه دوم با رویکرد گاتکس لرنست؛ گروه سوم با رویکرد آزمون-محدودیتها مورد ارزیابی قرار گرفتند. درنهایت، گروه کنترل بهصورت سنتی و معلممحور مورد آموزش قرار گرفت. در جلسه دوازدهم، همان پرسشنامهها بهعنوان پسآزمون به همه گروهها داده شد. دادههای بهدستآمده با بهکارگیری فرایند آماری تحلیل کوواریانس مورد پردازش قرار گرفت. پس از در نظر گرفتن تفاوتهای اولیه، در اضطراب شنیداری و گفتاری گروهها در پسآزمون مختلف تفاوت معناداری به دست آمد. بر اساس یافتهها، گروههایی که بر اساس آزمون-محدودیتها و لرنست مورد ارزیابی قرار گرفته بودند در پیشآزمون اضطراب شنیداری و گفتاری کمتری داشتند. چنین نتیجهگیری می شود که بهکارگیری مدلهای ارزیابی پویا میتوانند اضطراب شنیداری و گفتاری زبانآموز را کاهش و تولید زبانی آنها را افزایش دهند. این یافتهها میتوانند کاربردهای مهمی برای زبانآموزان، معلمها و طراحان مطالب درسی داشته باشد.
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