برنامه‌ریزی راهبردی و دقت و شیوایی در فراگیری زبان دوم

نوع مقاله: علمی پژوهشی

نویسندگان

دانشگاه تهران

چکیده

این پژوهش با هدف بررسی تاثیرات برنامه‌ریزی راهبردی، نوعی از برنامه‌ریزی قبل از انجام وظیفه، بر روی دقت و شیوایی شرکت‌کنند‌گان فارسی‌زبان در حال یادگیری زبان انگلیسی در سه سطح توانش پایین، متوسط و بالا طراحی و اجرا شد. نود شرکت‌کننده فارسی‌زبان درحال فراگیری انگلیسی به سه گروه برابر سطح پایین، سطح متوسط و سطح بالا تقسیم شدند، سپس کارکرد شفاهی آنان بر روی یک وظیفۀ روایتی بررسی و واکاوی شد. آزمون‌های t انجام شده بر روی داده‌ها نشان داد که شرکت‌کنندگان سطح زبانی متوسط، هم از نظر دقت و هم از نظر شیوایی، بیشترین بهره‌بری را از برنامه‌ریزی راهبردی بردند. اما شرکت‌کنندگان سطح زبانی پایین، هیچ بهری از دقت و شیوایی نبردند. شرکت‌کنندگان سطح زبانی بالای دارای زمان برنامه‌ریزی راهبردی، شیوایی فزونتری از خود نشان دادند. نتیجۀ این پژوهش آموزش زبان وظیفه‌محور، پیشنهاد‌هایی را برای شیوۀ آموزش زبان انگلیسی و نکته‌هایی برای پژوهش‌های بیشتر و گسترده‌تر ارائه داده است.

کلیدواژه‌ها


عنوان مقاله [English]

Strategic Planning and Accuracy and Fluency in Second Language Acquisition

نویسندگان [English]

  • Abbas Ali Rezaee
  • Mostafa Mehdizadeh
University of Tehran
چکیده [English]

This study set out to investigate the differential effects of unguided strategic planning on the accuracy and fluency of low-, mid-, and high-proficiency learners’ oral production. Sixty participants were assigned to two equal groups of low- and mid-proficiency. Thirty English major graduate students of the University of Tehran, Iran, were also assigned to a high-proficiency group. The participants within each proficiency group were divided into two groups of unguided strategic planning (USP) and no planning (NP), and their oral productions of a narrative picture story task were audio-recorded, transcribed, segmented, coded, and scored for measures of accuracy and fluency. The results of a set of t-tests revealed that the mid-proficiency participants benefited most from strategic planning, as both the accuracy and fluency of their oral production improved. Low-proficiency participants, in contrast, showed no sign of improved accuracy or fluency under the SP condition. High-proficiency participants also demonstrated higher fluency after the strategic planning opportunity. The findings of the study are discussed within the wider framework of Task-Based Language Teaching (TBLT).

کلیدواژه‌ها [English]

  • task-based language teaching
  • unguided strategic planning
  • oral production
  • Accuracy
  • Fluency
  • Proficiency

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