Document Type : Research Article

Authors

1 Assistant Professor of TEFL, Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran

2 PhD candidate in Applied Linguistics, Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran

3 Assistant Professor of TEFL, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran

Abstract

The present study investigated the effects of cognitive complexity of pedagogical tasks on the learners’ uptake of salient features in the input. For the purpose of data collection, three versions of a decision-making task (simple, mid, and complex) were employed. Three intact classes (each 20 language learners) were randomly assigned to three groups.  Each group transacted a version of a decision-making task in dyadic condition. The results of the statistical analysis (one-way ANOVA) revealed significant differences among the groups. The participants in complex group tended to produce more uptakes. The results of the present study revealed that manipulating cognitive complexity of pedagogical tasks led to more uptake of the linguistic items made salient by the teacher and triggered much interaction between the participants.  The study, also, has a number of theoretical and pedagogical implications for SLA researchers and syllabus designers. 

Keywords

Main Subjects

Article Title [Persian]

تاثیرات پیچیدگی شناختی برروی واکنش دانشجویان به بازخوردهای معلمین در ارتباط با ویژگی های برجسته زبانشناسی

Authors [Persian]

  • دکتر محمد حسین یوسفی 1
  • فرزاد رستمی 2
  • دکتر دااود امینی 3

1 دانشگاه آزاد اسلامی واحد بناب

2 دانشگاه آزاد اسلامی واحد بناب

3 گروه زبان و ادبیات انگلیسی، دانشگاه شهید مدنی آذربایجان

Abstract [Persian]

تحقیق حاضر به بررسی تاثیرات پیچیدگی شناختی برروی واکنش دانشجویان به بازخوردهای معلمین در ارتباط با ویژگی های برجسته زبانشناسی می پردازد. به منظور جمع آوری داده ها سه نسخه از فعلیت محور تصمیم گیری در سه سطح ساده، متوسط، و پیچیده مورد استفاده قرار گرفت. 60  دانشجوی زبان انگلیسی در دانشگاه پیام نور بانه که بطور تصادفی به سه گروه تقسیم شدند در این تحقیق شرکت کردند.  شرکت کنندگان بطور دو نفره هر یک از فعلیت محورها را در حضور محقق اول انجام دادند. و محقق هم به محض مشاهده ی خطا در گفتار شرکت کنندگان با برجسته سازی آن عناصر زبانی به فراهم کردن بازخورد تصحیح گر مبادرت کرد. نتایج تحلیل آماری ANOVA نشان داد که تفاوت معنی داری در میزان واکنش های شرکت کنندگان به بازخورد تصحیح گر محقق وجود دارد. تحقیق فعلی برای محققان فراگیری زبان دوم و تهیه کنندگان مطالب درسی نتایج ضمنی بدنبال دارد.

Keywords [Persian]

  • پیچیدگی فعلیت محور
  • فرضیه شناخت
  • واکنش فراگیر به بازخورد معلم
  • توسعه ی زبان بینابینی
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