بررسی رویکرد معلمان و فراگیران زبان انگلیسی به عنوان زبان خارجی نسبت به آموزش ضمنی و صریح تلفظ

نوع مقاله: علمی پژوهشی

نویسندگان

1 استادیار،گروه زبان و ادبیات انگلیسی، دانشگاه قم، قم، ایران

2 مدرس، گروه زبان و ادبیات انگلیسی، دانشگاه قم

چکیده

مطالعه ی حاضر به بررسی رویکرد معلمان و زبان آموزان زبان انگلیسی به عنوان زبان خارجی نسبت به آموزش ضمنی و صریح تلفظ پرداخته است. به همین منظور، ۷۱ معلم و ۸۸ زبان آموز، نسخه ی تعدیل شده از پرسشنامه ی "گرایش و انگیزه های زبان آموزان نسبت به تلفظ" که توسط ساردینیا، لی و کاسی (۲۰۱۴)و پرسشنامه ی دیگری را که توسط لی (۲۰۰۰) طراحی شده بود را کامل کردند. نتایج نشان داد که زبان آموزان نسبت به معلمان گرایش و نگرش مثبت تری در خصوص آموزش تلفظ داشتند. در مقایسه با فراگیران مبتدی و پیشرفته، زبان آموزان با سطح متوسط نگرش مثبت تری نسبت به آموزش تلفظ داشتند. به علاوه، هم معلمان و هم زبان آموزان، تمایل بیشتری به آموزش ضمنی تلفظ از خود نشان دادند. در نتیجه، مواد آموزشی باید به گونه ای طراحی شوند که زبان آموزان به سوی روش های ضمنی آموزش تلفظ ترغیب شوند. ضمنا معلمان نیز باید زمینه ی لازم برای فراگیری ضمنی تلفظ توسط زبان آموزان در محیط کلاس را فراهم کنند.

کلیدواژه‌ها


عنوان مقاله [English]

Investigating EFL teachers and learners' attitudes toward implicit and explicit instruction of pronunciation

نویسندگان [English]

  • Reza Bagheri Nevisi 1
  • Oveis Tohidirad 2
1 Assistant Professor,Department of English Language and Literature, University of Qom, Qom, Iran
2 Instructor, Department of English language and Literature, University of Qom, Qom, Iran
چکیده [English]

This present research project aimed at investigating EFL teachers and learners' attitudes toward implicit and explicit instruction of pronunciation. To this end, 71 teachers and 88 learners completed a modified version of LAMP (Learner Attitudes and Motivations for Pronunciation) Inventory developed by Sardegna, Lee and Kusey (2014) and another questionnaire by Lee (2000).. The results revealed that learners had higher attitude than teachers toward pronunciation. Regarding learners' proficiency levels, the intermediate learners of English had the highest attitude in comparison with the beginners and the advanced ones. Moreover, both teachers and learners displayed high attitude toward implicit instruction of pronunciation. The study implies that teaching materials should be designed in a way that students are more encouraged to adopt implicit approaches to pronunciation learning. Teachers should also try to create more opportunities for students to effectuate implicit instruction in classroom settings. Accordingly, learners will be cognizant of and well-informed about what effective strategies to use while mastering correct and appropriate pronunciation.

کلیدواژه‌ها [English]

  • Attitude
  • implicit instruction
  • explicit instruction
  • pronunciation
  • learners
  • teachers
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