. بازنگری نظریه منطقه تقریبی رشد ویگوتسکی: بازتعریف نقش مشارکت والدین در یادگیری زبان انگلیسی کودکان

نوع مقاله : علمی پژوهشی(عادی)

نویسنده

گروه نوآوری، کارآفرینی و سیستم های یادگیری، دانشگاه تربیت مدرس، تهران، ایران.

10.22059/jflr.2024.367415.1078

چکیده

پژوهش حاضر به بررسی اثربخشی مشارکت والدین در یادگیری و پیشرفت کودکان در زبان انگلیسی پرداخته است و با توجه به نظریه ویگوتسکی، درخصوص برخی مفاهیم مانند ویژگی‌های راهنمایی بزرگسالان پیشنهاداتی را ارائه می‌دهد. جامعه آماری شامل ۶۰ کودک ایرانی ۹ تا ۱۰ ساله بود که به‌طور تصادفی به سه گروه آزمایشی ۱، آزمایشی ۲ و کنترل تقسیم شدند. نتایج تحقیق نشان داد که یادگیری، مهارت‌آموزی، مشارکت والدین و فعالیت‌های مشترک بین کودکان و والدین در گروه آزمایشی ۱ و آزمایشی ۲ به‌طور معنی‌داری بیشتر از گروه کنترل است. همچنین بین مشارکت والدین و پیشرفت فرزندان در هر سه گروه همبستگی مثبت وجود داشت. علاوه‌بر این، نتایج نشان داد که درگیری آموزشی والدین و نیز مهارت‌های زبانی آنها بیشترین تأثیر را بر مشارکت والدین دارد و آموزش مشارکت به والدین بیشترین تأثیر را بر فعالیت‌های کودکان داشت. با توجه به اینکه ، فعالیت‌های کودکان و آموزش مهارت‌های زبانی به آنها بیشترین تأثیر را در یادگیری آنها داشت.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Rethinking of the zone of proximal development: The role of parental engagement in children's English language learning skills

نویسنده [English]

  • Elham Akbari
Department of Innovation, Entrepreneurship, and Learning Systems, Faculty of Industrial Engineering and Systems., Tarbiat Modares University, Tehran, Iran.
چکیده [English]

The present research investigated the efficacy of parent engagement in children's learning and achievement in the English language and based on the Vygotsky's theory, it offers suggestions regarding some concepts such as adult guidance characteristics. The statistical society consisted of sixty Iranian children ranging from 9 to 10, divided randomly into three groups of experimental 1, experimental 2, and control. The research results showed significantly more learning, skill training, parent involvement, and shared activities between children and parents in the experimental1 and experimental 2 groups compared to the control group. Moreover, a positive correlation is found between parent involvement and children's achievement in all three groups. The results also showed that parents' involvement and teaching involvement, and language skills had the most influence on parents' involvement. Furthermore, teaching engagement to parents had the most significant influence on children's activities. In addition, children's activities and language skill training had the most influence on their learning.

کلیدواژه‌ها [English]

  • English language learning
  • language skills
  • parental involvement
  • zone of proximal development
  • social networks
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