َنقش ارزیابی های تکوینی بازخورد-محور در تقویت توانایی گفتاری: بازخورد فرازبانی در مقایسه با تصحیح صریح

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 گروه زبان انگلیسی، دانشکده علوم پایه؛ دانشگاه امام علی، تهران، ایران

2 دانشکاه امام علی

چکیده

ارزیابی بعنوان فرآیند اندازه گیری یادگیری به معنای عام و سنجش توانایی زبان آموزان در حیطه آموزش زبانهای خارجی امروزه ماهیت و هدف متفاوتی به خود گرفته است بطوریکه از آن به عنوان ابزاری برای پیشبرد فرایند یادگیری یادگیران تحت عنوان "ارزیابی تکوینی"سود برده می شود.در راستای راستی آزمایی و تحقق چنین هدفی از ارزیابی، 90 زبان آموزایرانی زبان انگلیسی به دوگروه آزمایشی و یک گروه کنترل تقسیم شدند ودر جریان اجرای یک دوره آموزشی مکالمه-محور آموزش زبان انگلیسی، این گروه ها بترتیب بطور متناوب در چندین مرحله در معرض دو نوع ارزیابی تکوینی تحت عناوین "ارزیابی بازخورد فرازبانی" و "ارزیابی اصلاح شفّاف"قرار گرفتند.تجزیه و تحلیل یک سویه و چندسویه واریانس داده ها نشان داد که گروه بازخورد فرازبانی عملکرد بهتری نسبت به گروه کنترل داشته است.باتوجه به این اطلّاعات آماری، ارزیابی در کلاس درس تأثیر بسزایی در تقویت مهارت گفتاری زبان آموزان که بازخورد و تشویق جزو مقولات ذهنی آنهاست، دارد. البته، پیشنهاد می شود در این زمینه تحقیقات بیشتری انجام شود.

کلیدواژه‌ها


عنوان مقاله [English]

Incorporating Assessment-based Feedbacks into EFL Speaking Class: Metalinguistic Feedback vs. Explicit Correction

نویسندگان [English]

  • Firouz Kazemi 1
  • Gholam-Reza Abbasian 2
1 English, Faculty of Basic Sciences, Imam Ali University, Tehran, IraN
2 Head of English Dept
چکیده [English]

Assessment is no longer taken as a means of grading learners’ learning, rather it is a means of enhancing learning provided that an appropriate alternative can conducted. Among various alternative to assessment, formative assessment can be a platform for rendering various types of feedback to facilitate and enhance learning. To verify this acclaimed conjecture, ninety Iranian male EFL learners divided into two experimental and one control groups that the former two groups received two different types of feedback namely assessment-based metalinguistic feedback, and assessment-based explicit correction, while the control group received conventional instruction in a conversation course, respectively. One-way ANOVA and multivariate ANOVA (MANOVA) of the collected data revealed outperformance by the metalinguistic feedback group over the control one, while the control group outperformed those who received explicit correction feedback. Along with the statistical data, monitoring the trend of classroom atmosphere revealed effectiveness of assessment-based intervention, though the room is suggested to be open for further investigation.

کلیدواژه‌ها [English]

  • "assessment"
  • "formative assessment"
  • "metalinguistic feedback"
  • "explicit correction"
  • "speaking skill"
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