بررسی پیشرفت تدریجی در یادگیری دستور زبان انگلیسی میان زبان‌آموزان ایرانی سطح مبتدی با استفاده از بازی های رایانه‌ای مختص یادگیری زبان انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 کارشناس ارشد آموزش زبان انگلیسی، دانشگاه خاتم الانبیاء(ص)، تهران، ایران

2 کارشناس ارشد آموزش زبان انگلیسی، دانشگاه پیام نور، قم، ایران

3 کارشناس زبان انگلیسی، دانشگاه پیام نور، شهرری، ایران

چکیده

این تحقیق تاثیر بازی‌های رایانه‌ای یادگیری زبان بر فراگیری دستور زبان انگلیسی، میان زبان‌آموزان ایرانی سطح مبتدی از طریق پیشرفت تدریجی را مورد بررسی قرار داده است. تعداد 40 یادگیرنده مذکر بین 8 تا 12 سال بر اساس نمرات آزمون تعیین‌سطح، بصورت همگن در یک‌گروه آزمایشی و یک‌گروه کنترل شرکت کردند. در گروه آزمایشی از بازی‌‌های رایانه‌ای یادگیری زبان برای تدریس حال ساده، حال استمراری، گذشته ساده، و گذشته استمراری استفاده شد و در گروه کنترل از روش‌های متداول سنتی. داده‌های تحقیق از یک‌مجموعه آزمون چهارگزینه‌ای 40 سوالی در شش نوبت (یک پیش‌آزمون، چهار پس‌آزمون، و یک پس‌آزمون تاخیری) گردآوری شده است. نتایج آزمون‌های آماری حاکی از عملکرد بهتر گروه آزمایشی در پس‌آزمون‌ها نسبت به‌پیش‌آزمون بوده که تفاوت آماری معناداری مشاهده شد. یافته‌های تحقیق برای استادان و زبان‌آموزان، روش‌شناسان و طراحان برنامه‌های درسی، زبان‌شناسان و کارشناسان آموزش زبان به‌کمک رایانه ارزشمند است.

کلیدواژه‌ها

عنوان مقاله [English]

A microgenetic development study of learning English grammar through CALL in Iranian EFL beginner learners

نویسندگان [English]

  • Rouholla Torki 1
  • Mahmoud Nabilou 2
  • Poune Moradi 3
1 English department, Khatam-ol-Anbia University, Tehran, Iran
2 Department of English, Payame Noor University, Qom, Iran
3 Department of English, Payam Nour University, Shahre Ray, Tehran, Iran
چکیده [English]

The present study explored the effect of computer language learning games on learning grammar by Iranian English learners in a microgenetic development setting. Forty male elementary English learners aged between 8 and 12, participated in the study. Based on the placement test scores, the homogenized participants were placed in one experimental and one control group. The experimental group received the treatment using computer language learning games to teach English grammar- simple present, present continuous, simple past, and past continuous- while the control group received traditional methods. The research data were obtained from a 40-item multiple choice tests in six times- as a pre-test, four post-tests, and a delayed post-test. The results of t-test revealed better performance of experimental group learners in post-tests than the pre-test. However, a statistically significant difference was found. The findings are valuable for teachers and learners, methodologists and syllabus designers, linguists and CALL experts.

کلیدواژه‌ها [English]

  • Computer Games
  • Elementary EFL Learners
  • English Grammar
  • microgenetic development
  • computer language learning

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 9، شماره 3
آذر 1398
صفحه 763-788

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