نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و زبان‌های خارجی، دانشگاه تبریز، تبریز، ایران

2 دانشیار آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و زبان‌های خارجی، دانشگاه تبریز، تبریز، ایران

3 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه تبریز، تبریز، ایران

چکیده

با توجه به ماهیت دشوار برنامه ­ریزی قبل از نوشتن متن برای زبان­ آموزان انگلیسی، هدف مطالعه فعلی بررسی تأثیر برنامه­ ریزی راهبردی به عنوان زیرمجموعه­ ای از برنامه­ ریزی قبل از نوشتن، بر روی پیچیدگی لغوی زبان­ آموزان ایرانی می­ باشد. روند جمع­ آوری داده در این مطالعه ترکیبی که ۵ هفته به طول انجامید، از آزمون تعیین سطح سریع آکسفورد برای جداسازی نمونه­ای از زبان­آموزان سطح متوسط رو به بالا استفاده کرد. پس از این آزمون­ زبان­ آموزانی که دارای درجه بالایی از حافظه کاری بر اساس نتایج آزمون حافظه کاری بودند، به عنوان اعضای نمونه انتخاب شدند. بر اساس نوع برنامه­ ریزی راهبردی، زبان­ آموزان در سه گروه مختلف قرار گرفتند. در گروه اول آموزش برنامه ­ریزی راهبردی پیش از نوشتن متن، متمرکز بر ساختار و در گروه دوم متمرکز بر محتوا بود؛ در حالی که گروه سوم (گواه) هیچ گونه آموزشی دریافت نکرد. پس از اجرای پیش ­آزمون­های متون استدلالی و توصیفی، هر گروه شکل متفاوتی از آموزش برنامه­ ریزی راهبردی را به مدت چهار جلسه دریافت نمودند. سپس، پس آزمون­هایی در سه گروه انجام پذیرفت و پیچیدگی لغوی با استفاده از عامل سلکس در وبسایت کومتریکس تحلیل گردید. بر اساس نتایج آزمون­های انووا، آموزش برنامه ­ریزی راهبردی متمرکز بر ساختار منجر به ایجاد نوشتار­هایی با پیچیدگی لغوی بالا در هر دو نوع نوشتار شد. نتایج می­تواند برای طراحان برنامه درسی، مربیان و فراگیران زبان انگلیسی جهت ملاحظه نوع برنامه ­ریزی راهبردی در مرحله برنامه­ ریزی پیش از نوشتن بر اساس ظرفیت حافظه کاری مؤثر باشد.

کلیدواژه‌ها

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