بررسی تأثیر مداخله پویا بر توانش زبان‌آموزان در تعبیر آرایه‌های معنوی متون ادبی

نوع مقاله: علمی پژوهشی

نویسندگان

1 گروه زبان انگلیسی، دانشکده مدیریت و علوم انسانی، دانشگاه دریانوردی و علوم دریایی چابهار

2 گروه زبان انگلیسی، دانشگاه دریانوردی و علوم دریایی چابهار

چکیده

در رویکردهای نوین به آموزش زبان دوم، رسیدن به توانش کامل ارتباطی یک هدف اصلی است. شواهد نشان داده ‌است که فراگیران زبان دوم در تعبیر آرایه‌های معنوی این متون همیشه مشکلاتی داشته‌اند. از آنجایی که نظریه‌های زبانشناختیِ ناظر بر صنایع ادبی فاقد رویکردهای آموزشی کاربردی برای برون‌رفت از این مشکلات است، تحقیق حاضر در یک تلاش نوآورانه، از الگوی تداخلی ارزشیابی پویا برای ارتقاء توانایی زبان‌آموزان در تعبیر آرایه‌های معنوی بهره برده است. برای این منظور، در یک طرح تحقیقاتی آزمایشی پیش‌آزمون- مداخله- پس‌آزمون، از الگوی تداخلی الجفره و لنتلف (1994) بر روی 10 دانشجوی رشته زبان و ادبیات انگلیسی استفاده شد. نتایج آزمون تی جفتی حاصل از این مداخله، که بر روی آثار نظم و نثر ادگار آلن‌پو انجام شد، نشان داد که مداخله پویا به نحوی معنادار باعث افزایش توانش شرکت‌کنندگان در تعبیر آرایه‌های معنوی متون ادبی شده است. این یافته‌ها برای معلمان زبان و ادبیات انگلیسی، محققان زبانشناسی کاربردی و برنامه‌ریزان آموزشی و درسی در حوزه یادگیری زبان دوم کاربرد دارد.

کلیدواژه‌ها


عنوان مقاله [English]

Investigating the Effect of Dynamic Intervention on Competence of Language Learners in Interpreting Figurative Language

نویسندگان [English]

  • Esmailbehtash@cmu.ac.ir Zare Behtash 1
  • Sajjad Farrokhi-poor 2
1 English Language Department, Faculty of Management and Humanities, Chabahar Maritime University
2 English Language Department, Chabahar Maritime University
چکیده [English]

In new approaches to foreign language learning, communicative competence is a major goal. The literature review shows that foreign language learners find it a formidable task to interpret figurative language. The linguistic theories derived from the realm of literature are deficient in applied instructional solutions to these problems. Thus the current research was an attempt to use the interventionist model of dynamic assessment to expand the competence of learners to interpret figures of speech. Dynamic assessment enjoys rich theoretical underpinnings in psychology and linguistics. To this aim 10 student majoring in English literature participated in a quasi experimental pre-test, post-test study. The regulatory scale of Aljaafreh and Lantolf (1994) was adopted for intervention phase. Then, paired-samples t-test was used to investigate the effect of this intervention on interpretation of figurative language in writings of Edgar Allen Poe. The findings showed that the intervention promoted the competence of language learners significantly. These findings have implications for teachers of English literature, researchers in applied linguistics, language learners and syllabus designers.

کلیدواژه‌ها [English]

  • Dynamic Assessment
  • Competence
  • Edgar Allen Poe
  • English Literature
  • Figures of Speech
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