نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه زبان انگلیسی، واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران.
2 استادیار گروه زبان انگلیسی، واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران
چکیده
نقش بازخورد اصلاحی در آموزش کارآمد جایگاه ویژه ای دارد اما خلأ تحقیق در زمینه باز خورد اصلاحی رایج در آموزش زبان انگلیسی و کارآمدی آن، که در این پژوهش بررسی گردید، همچنان حس می شد. بعلاوه، رابطه ی نوع بازخورد با توجه و برداشت زبان آموزان با نظر به سطح زبان آنان بررسی شد. بدین منظور، عملکرد معلمی حساس به قالب ریزی مجدد در چهار کلاس زبان انگلیسی عمومی، مطالعه شد. برای دسترسی به موارد قالب ریزی مجدد، شش جلسه از کلاس های وی ضبط ویدیویی شد. سپس معلم و شاگردان در مصاحبه ای که متعاقبا" برگزار شد شرکت کردند تا ذهنیت آنها راجع به هر مورد قالبریزی مجدد و برداشت زبان آموزان آشکار شود. فقط 31 نفری مصاحبه شدند که از معلم قالب ریزی مجدد دریافت کرده بودند. واکاوی داده ها پس از کد گذاری منطبق بر دسته بندی نبی و سووین (2002) حاکی از این نتایج بود: پر تکرارترین موارد، قالب ریزیهای ساده، معطوف به واژه و غلط گیری صریح با جایگزین برای اصلاح چه به قصد برقراری ارتباط و چه بدون قصد برقراری ارتباط بودند. این نوع بازخوردها بیشتر جلب توجه می کردند. نتایج آزمون های مجذور خی نشان داد زمانی که عناصر زبانشناختی هدف قرار می گرفتند زبان آموزان بطوری معنادار درکی درست از خطا داشتند. اما وقتی قالب ریزی به معنا می پرداخت در درکش عمدتا" خطا می کردند. یافته های این پژوهش می تواند با ایجاد حساسیت در معلمان برای ارائه ی چند بعدی قالب ریزی مجدد و بهره گیری ازآن روشنگرباشد.
کلیدواژه‌ها
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