نوع مقاله : مقاله پژوهشی

نویسندگان

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

چکیده

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.

کلیدواژه‌ها

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