نوع مقاله : مقاله پژوهشی
نویسندگان
1 استاد زبانشناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید بهشتی، تهران، ایران
2 دانشجوی دوره دکترای آموزش زبان انگلیسی، دانشگاه شهید بهشتی، تهران، ایران
10.22049/jalda.2026.31055.1890
چکیده
اگرچه منابع آمادگی آزمون آیلتس غالباً مدعی ارتقای مهارتهای ارتباطی زبانآموزان هستند، اما نگرانی فزایندهای وجود دارد که این منابع بیش از آنکه به پرورش مهارتهای شنیداری واقعی و کاربردی بپردازند، بر راهبردهای آزمونمحور تمرکز دارند. پژوهش حاضر با هدف بررسی جهت گیری ارتباطی فعالیتهای شنیداری در کتابهای آمادگی آزمون آیلتس که به طور گسترده در ایران مورد استفاده قرار میگیرند انجام شده است؛ بافتی که در آن، زبانآموزان به دلیل محدودیت دسترسی و مواجهه با زبان انگلیسی در محیط های طبیعی، به شدت متکی بر منابع آموزشی هستند. در این مطالعه، با بهرهگیری از گونهشناسی فعالیتهای شنیداری گوه (2001)، مجموعهای گسترده از فعالیتهای شنیداری در شش کتاب بینالمللی آمادگی آیلتس مورد تحلیل قرار گرفت. فعالیتها بر اساس ساختار مشارکتی و هدف ارتباطی در چهار گروه طبقهبندی شدند: تراکنشی یک طرفه، تعاملی یک طرفه، تراکنشی دوطرفه و تعاملی دوطرفه. یافتهها حاکی از وجود عدم توازن آشکار در طراحی این فعالیتها بود؛ بهگونهای که بخش عمدهای از آنها در دستهی تراکنشی یک طرفه قرار داشته و بیشتر بر درک منفعلانه اطلاعات متمرکز بودند و فرصتهای محدودی برای تعامل یا تفسیرپراگماتیک فراهم میکردند. هرچند برخی کتابهای مورد بررسی در سطوح زبانی بالاتر نشانههایی از حرکت تدریجی به سوی فعالیتهای ارتباطیتر را نشان میدهند، برخی دیگر همچنان بر رویکردی صرفاً آزمون محور استوارند. . این ناهمگونی نشاندهنده حمایت ناکافی از رشد مهارتهای شنیداری کاربردی در موقعیتهای واقعی است. در بافت آموزش زبان انگلیسی بهعنوان زبان خارجی در ایران، چنین تمرکز یک جانبهای بر فعالیتهای غیرتعاملی میتواند به تضعیف تواناییهای کاربردی و راهبردی زبانآموزان منجر شده و آنها را به اندازه کافی برای ارتباطات آکادمیک و حرفهای آماده نسازد. این پژوهش بر نیاز مبرم به طراحی منابع آموزشی و راهبردهای تدریس ارتباط محورتر تأکید دارد که با اهداف برنامه درسی ملی هم راستا بوده و مهارتهای شنیداری زبانآموزان را برای کاربردهای واقعی تقویت کند.
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