نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

2 گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

10.22049/jalda.2026.30662.1813

چکیده

آموزش زبان مبتنی بر فعالیت (TBLT) نقش برجسته‌ و چشمگیری در فرآیند آموزش زبان داشته و نظر بسیاری از محققان را به خود جذب کرده است (الیس، 2003؛ نونان، 2004؛ پرابهو، 1987؛ اسکهان، 1996). ضرورت داشتن سطح مقبولی از تسلط بر زبان انگلیسی زبان­آموزان ایرانی نیز اخیراً به موضوعی بحث­برانگیز تبدیل شده است. طبق استدلال محققان ارتباطات شفاهی (گفتاری) و تعامل نقشی حیاتی در یادگیری زبان ایفا می کند (الیس 2003 و نونان 2006). نونان (1992) پیشنهاد می‌کند که یادگیری زبان مبتنی بر فعالیت می‌تواند سطح و سرعت گفتمان دانش‌آموزان را افزایش داده، فضایی آرام ‌بخش در کلاس ایجاد و ورودی قابل درک دانش‌آموزان را تقویت کند. زبان انگلیسی در ایران به عنوان یک زبان خارجی در نظر گرفته می‌شود که به این معنی است که در مواجهه با ورودی انگلیسی، محدودیت وجود دارد و در نتیجه، فراگیران در یادگیری و برقراری ارتباط از طریق زبان انگلیسی در جایی غیر از فضای کلاس با مشکل مواجه می‌شوند. و همانطور که تیل و گودرزی (2015) ارائه کردند، فرصت بالقوه­ای برای فراگیران وجود دارد تا از فعالیت‌هایی که در کلاس به آن‌ها داده می شود، به نحو احسن و آموزنده استفاده کنند. بنابراین، تمرکز اصلی این مقاله بر روی تأثیر TBLT تمرکز بر فرم، بر انگیزه و روان زبان انگلیسی زبان‌آموز ایرانی است. طرح این پژوهش بصورت  شبه آزمایشی بوده که در یک موسسه در تبریز، آذربایجان شرقی، ایران و بر روی گروه آزمایش و کنترل انجام شد و آن‌ها دوره­ای 12 جلسه­ای را برای بررسی تأثیر این رویکرد گذراندند. در طول تحقیق، تسلط گفتاری آنها با معیارهای تسلط نرخ A و نرخ B  بر اساس دستورالعمل­های ارائه شده ی اندرسون و لینچ (1988) ارزیابی شد. به شرکت کنندگان در گروه آزمایش در سه فاز فرصت استفاده از زبان در شرایط واقعی داده می­شد، در حالیکه گروه کنترل تمرینات تکراری و طوطی واری داده می­شد. به منظور توضیح بیشتر در مورد موضوع انگیزش طرحی که در دورنی (2003) ارائه داده است، برای ارزیابی انگیزه تحصیلی شرکت­کنندگان یک بار قبل از مطالعه و یک بار بعد از مطالعه استفاده شد. این نسخه از پرسشنامه شامل دو بخش عمده است: بخش اول شامل مواردی است که نگرش و انگیزه زبان­آموزان را در مورد یادگیری زبان انگلیسی می­سنجد و بخش دوم شامل سؤالاتی در مورد اطلاعات پیشینه زبان آموزان (تاگوچی و همکاران، 2009) است.

کلیدواژه‌ها

موضوعات

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