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تأثیرات آموزش منظورشناختی زبان انگلیسی بر میزان توجه و بازدهی یادگیری ساختارهای تقاضا در میان زبانآموزان ایرانی | ||
فناوری آموزش | ||
مقاله 2، دوره 5، شماره 2 - شماره پیاپی 18، فروردین 1390، صفحه 91-97 اصل مقاله (1 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22061/tej.2011.282 | ||
نویسندگان | ||
ایمان ملاذ* 1؛ میترا ربیعی2؛ سعید کتابی3 | ||
1گروه زبان انگلیسی ،دانشگاه آزاد اسلامی واحد شهرضا،اصفهان،ایران | ||
2گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد شهرضا،اصفهان،ایران | ||
3گروه زبان انگلیسی، دانشگاه اصفهان،اصفهان،ایران | ||
تاریخ دریافت: 15 فروردین 1389، تاریخ بازنگری: 08 آذر 1394، تاریخ پذیرش: 08 آذر 1390 | ||
چکیده | ||
تحقیق حاضر به مطالعه و بررسی تأثیرات آموزش منظورشناختی زبان انگلیسی بر میزان توجه و بازدهی یادگیری ساختارهای تقاضا در میان زبانآموزان ایرانی میپردازد. بدینمنظور 30 زبانآموز ایرانی در سطح متوسط جهت بررسی میزان توجهشان به این موضوع و تأثیر آن بر یادگیریشان انتخاب شدند و به دو گروه متجانس 15 نفره به نامهای گروه مقایسه و گروه جستجو تقسیم شدند. آزمونهای تکمیل محاوره به منظور جمعآوری دادههای مرتبط با روشهای تقاضا در ابتدا و انتهای تحقیق از طرف هر دو گروه مورد استفاده قرار گرفت. دادههای آموزشی با در نظر گرفتن میزان توجه زبانآموزان به اشکال مناسب تقاضا در زبان انگلیسی مورد بررسی قرار گرفت و نهایتاً با آزمون نهایی مقایسه شد. یافتههای تحقیق نشان داد که در طول آموزش، میزان توجه زبانآموزان به اشکال تقاضا در زبان مقصد در گروه مقایسه نسبت به گروه جستجو بیشتر بود. علاوه بر این، آگاهی بیشتر زبانآموزان از اشکال تقاضا در زبان مقصد در گروه مقایسه توانست منجر به عملکرد بهتر آنها در آزمون نهایی شود. | ||
کلیدواژهها | ||
منظورشناسی بین زبانی؛ آموزش زبان؛ نظریه توجه؛ عمل سخن تقاضا | ||
موضوعات | ||
آموزش زبان انگلیسی | ||
عنوان مقاله [English] | ||
The Pragmatic Instruction Effects on Persian EFL Learners’ Noticing and Learning Outcomes in Request Forms | ||
نویسندگان [English] | ||
I. Malaz1؛ M. Rabiee2؛ S. Ketabi3 | ||
1TEFL, English Language Department, Islamic Azad University, Shahreza,Isfahan,Iran | ||
2, English Language Department, Islamic Azad University, Shahreza,Esfahan,Iran | ||
3English Language Department, Isfahan University,Isfahan,Iran | ||
چکیده [English] | ||
This study investigates the request strategies used by Persian learners of English as a Foreign Language (EFL), aimed at exploring the pragmatic instruction effects on their noticing constrained by different types of treatment tasks. The subsequent effect of the learners’ noticing on their learning outcomes is taken into account as well. Thirty learners were divided into two instructional (treatment) conditions: a form-comparison condition and a form-search condition. Discourse completion tests were used to generate data related to the request strategies used by each group in pre- and posttests. The treatment data were examined regarding the extent to which the learners had noticed the appropriate manner of request realization in English and were further compared with the posttest. The findings revealed that during the treatment, the amount of learners’ noticing the target request forms in the form-comparison condition was greater than the form-search condition. Furthermore, learners’ higher awareness of the target request forms in the form-comparison condition could lead them to have a better performance in their posttest. | ||
کلیدواژهها [English] | ||
Interlanguage Pragmatics, Language Instruction, Noticing Hypothesis, Request Speech Act | ||
مراجع | ||
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