تاثیر تکنیک های کپی- پوشش- مقایسه و خوداصلاحی فوری برپیشرفت دیکته و یادآوری املای لغات فراگیران زبان انگلیسی ایرانی درپایۀ نهم

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

گروه آموزش زبان انگلیسی-واحد قم-دانشگاه آزاد اسلامی- قم-ایران

چکیده

هدف اصلی این تحقیق بررسی تاثیر استفاده از تکنیکهای خود کنترلی کپی-پوشش-مقایسه و خود اصلاحی فوری بر یادگیری دیکته لغات روی دانش آموزان پایه نهم بوده است. در این پژوهش، محقق با یک طرح شبه تجربی، تاثیراستفاده از این تکنیکها را روی 94 دانش آموز دخترپایه نهم، دردو گروه تجربی بررسی کرد و آنها را با گروه کنترل مقایسه نمود. پس از برگزاری آزمون سطح مبتدی نلسون، تست پیش آزمون اجرا شد. بعد از هشت جلسه تدریس 35 لغت جدید ماخوذ ازدو درس اول کتاب درسی آنها، پس آزمون اول انجام شد. به منظور بررسی تاثیراستفاده از این تکنیکها بر میزان بیادآوری لغات، پس آزمون دوم بعد از 25 روز اجرا شد. نتایج تحلیل آماری آنکوا نشان داد تکنیک کپی-پوشش-مقایسه بیشترین تاثیررا در یادگیری دیکته لغات و به خاطرسپاری آنها دارد. دبیران میتوانند کلاسهای سنتی خود را با استفاده از این تکنیک پویاتر کنند و دیکته دانش آموزان را تقویت نمایند.

کلیدواژه‌ها


عنوان مقاله [English]

The Impact of Using Copy-Cover-Compare And Immediate Self-Correction Techniques On Iranian Ninth Graders’ Spelling Improvement

نویسندگان [English]

  • Leila Vafaei
  • Narjess Ashari tabar
English Department, Qom Branch, Islamic Azad University, Qom, Iran
چکیده [English]

The present study investigated the influence of self-monitoring strategy of copy-cover-compare and immediate self-correction techniques on Iranian EFL learners’ spelling ability. Following a quasi-experimental design, the researcher selected 94 ninth grade female students from three intact classes (two experimental groups and one control group). To ensure the homogeneity, she administered Nelson English language test at elementary level. A teacher-made piloted dictation test was applied as pre-test and immediate /delayed post-tests. After teaching thirty five target words from ninth grade text book in eight sessions, immediate post-test was applied. In order to check its durable effect, the researcher administered the delayed post-test after 25 days interval. The results of one-way ANCOVA revealed that the participants of CCC group outperformed the other participants in both immediate and delayed post-tests and this technique impacted retention of words. The results of this study recommend teachers to use this technique in their classrooms to make more dynamic learning and teaching process for strengthening students’ dictation.

کلیدواژه‌ها [English]

  • "copy-cover-compare"
  • "self-correction"
  • "spelling"
  • "self-monitoring"
  • "self-management"
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