Document Type : Research Articles


1 Assistant Professor of Applied Linguistics, Department of English Language, Faculty of Humanities, Imam Khomeini International University (IKIU), Qazvin, Iran

2 MA Student of English Language Teaching, Imam Khomeini International University (IKIU), Qazvin, Iran


Most foreign language (L2) learners suffer from dire deficiencies in their pragmatic comprehension partly due to the less explicit instruction they receive and the complexities and multi-layeredness inherent in L2 pragmatic comprehension. Accordingly, this study sought to scrutinize the effect of two dynamic assessment (DA) models on L2 pragmatic comprehension accuracy and speed. A convenience sample of 52 upper-intermediate female EFL learners that were randomly assigned into a dynamic assessment experimental group (GDA), a computerised dynamic assessment (C-DA), and a Non-DA control group took part in the study. A 26-item researcher-made pragmatic listening comprehension test including requests, apologies, greetings, and refusals was used as pre- and posttests, and the treatments using the aforementioned DA and non-DA conventional models were completed in 14 sessions. Data analysis using ANCOVA showed that C-DA and G-DA could significantly increase pragmatic comprehension accuracy than the conventional non-DA instruction with C-DA being significantly better than G-DA.  However, only C-DA could significantly decrease learners’ pragmatic comprehension speed than G-DA and Non-DA instruction. The findings of this study suggest that implementing C-DA by teachers can promote pragmatic comprehension accuracy and speed among L2 learners.


Main Subjects

Article Title [فارسی]

تاثیر ارزیابی پویای گروهی و رایانه-محور بر دقت و سرعت درک منطورشناختی انگلیسی زبان آموزان ایرانی

Authors [فارسی]

  • دکتر علی مالمیر 1
  • پریسا مظلوم 2

1 استادیار زبان شناسی کاربردی، گروه زبان انگلیسی، دانشکده علوم انسانی، دانشگاه بین المللی امام خمینی، قزوین، ایران

2 دانشجوی کارشناسی ارشد آموزش زبان انگلیسی، دانشگاه بین المللی امام خمینی، قزوین، ایران

Abstract [فارسی]

بیشتر زبان‌آموزان زبان خارجه از ناکارآمدی‌های بسیاری در درک منظور‌شناختی خود که هم ناشی از آموزش صریح کمتر و نیز نتیجه خ پیچیدگی‌ها و چند وجهی‌بودن فرایند درک منظور‌شناختی است، رنج می برند. بنابراین مطالعه حاضر حاصل تلاش کرده‌است که تاثیر آموزش صریح به کمک دو نوع ارزشیابی پویا را بر دقت و سرعت درک منظور‌شناختی زبان دوم بسنجد. یک گروه ۵۲ نفره از زبان‌آموزان دختر سطح متوسطه‌پیشرفته زبان انگلیسی که بر اساس روش در‌دسترس‌بودن انتخاب و سپس به صورت تصادفی به سه گروه ارزشیابی پویایی گروهی، ارزشیابی پویایی رایانه-محور، و گروه گواه غیر ارزشیابی پویا تقسیم شده-بودند، در این مطالعه شرکت‌کردند. آزمون شنیداری درک منظور‌شناختی شامل ۲۲ سوال در برگیرنده کنش‌های‌کلامی تقاضا، معذرت‌خواهی، ردتقاضا، و سلام و احوالپرسی که توسط معلم طراحی و اعتبارسنجی شده بود، به عنوان پیش‌آزمون و پس‌آزمون در این مطالعه مورد استفاده قرار‌گرفت و سپس آموزش‌های سه‌گاهه بر اساس روش‌های مطرح‌شده در این مطالعه به مدت 14 جلسه ارائه‌شد. تجزیه و تحلیل داده ها با استفاده از آزمون تحلیل کوواریانس نشان‌داد که هر دو گروه ارزشیابی پویا توانستند دقت درک منظور‌شناختی را به طور معناداری بهتر از آموزش سنتی غیر ارزشیابی پویا ارتقا دهند. گروه ارزشیابی پویای رایانه‌-محور عملکرد معنادار قوی‌تری از گروه ارزشیابی پویایی گروهی داشت. اما فقط ارزشیابی پویای رایانه‌-محور توانست سرعت درک منظور‌شناختی زبان‌آموزان را به طور معناداری نسبت به دو گروه دیگر کاهش دهد. طبق نتایج این مطالعه، استفاده از ارزشیابی پویای رایانه‌محور توسط می‌تواند دقت و سرعت درک منظورشناختی زبان‌آموزان را ارتقاء دهد.

Keywords [فارسی]

  • ارزشیابی پویای گروهی
  • ارزشیابی پویای رایانه-محور
  • دقت درک منظورشناختی
  • سرعت درک منظورشناختی
  • کنش‌کلامی
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