نوع مقاله : مقاله پژوهشی
نویسندگان
1 دکتری آموزش زبان انگلیسی، دانشگاه شهرکرد، شهرکرد، ایران
2 دانشیار زبانشناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهرکرد، شهرکرد، ایران
چکیده
با وجود اینکه روانی گفتار در زبان دوم/خارجی برای برقراری ارتباط مؤثر لازم است. با این حال، بهبود آن در محیطهای آموزش از راه دور برخط هنوز چالشی جدی میباشد. این پژوهش با هدف بررسی موثر بودن اجرای دو مدل انگیزشی، یعنی آموزش مبتنی بر چارچوب یا مدل آرکس و مدل سیستم خود های انگیزشی زبان دوم ارتقای پنداره، انجام شد. در این راستا، ۶۱ زبانآموز انگلیسی سطح متوسط به بالا در سه کلاس دست نخورده قابل دسترس به دو گروه آزمایشی/تجربی و یک گروه کنترل/شاهد تقسیم شدند. گروههای آزمایشی دوره آموزشی را بر اساس مدل آرکس (شامل توجه، ارتباط، اعتماد به نفس، و رضایت) و مدل خود های انگیزشی زبان دوم کسب کردند، در حالی که گروه کنترل تحت آموزش مرسوم سنتی قرار گرفتند. سه گروه از طریق مصاحبههای ساختار یافته یکطرفه پیشآزمون و پسآزمون شدند و دادههای حاصل وارد نرم افزار PRAAT شد. نتایج حاصل از آزمون های غیر پارامتری تفاوتهای معناداری را نشان داد، بهطوریکه گروههای آزمایشی آرکس و خودهای انگیزشی زبان دوم در معیارهای روانی گفتار مانند تعداد توقف و تعداد هجاها عملکرد بهتری نسبت به گروه کنترل داشتند. این یافتهها بر اهمیت آموزش مبتنی بر انگیزش در بهبود روانی گفتار در آموزش از راه دور تأکید دارند.
کلیدواژهها
موضوعات
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