بررسی تأثیر ارزشیابی پویا بر یادگیری ترکیب‌های لغوی متجانس و غیر متجانس در زبان آموزان ایرانی زبان انگلیسی به‌ عنوان زبان خارجی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشیار گروه انگلیسی دانشکده زبان‌ها و ادبیات خارجی دانشگاه تهران، تهران، ایران

2 دانشجوی دوره دکتری رشته آموزش زبان انگلیسی دانشکده زبان‌ها و ادبیات خارجی دانشگاه تهران، پردیس بین‌المللی کیش، کیش، ایران

چکیده

یادگیری ترکیبات لغوی همواره برای فراگیران زبان دوم دشوار بوده است و تلاش برای یافتن روشی موثر در تسریع این روند مورد بررسی پژوهشگران بوده است. در تحقیق حاضر تلاش برای بررسی تاثیر ارزشیابی پویا بر یادگیری ترکیب‌های لغوی متجانس و نامتجانس در زبان‌آموزان ایرانی زبان انگلیسی به‌عنوان زبان خارجی شده است. از بین صد و بیست زبان‌آموز بر‌اساس آزمون تعیین سطح آکسفورد، شصت دانش‌آموز انتخاب شده و به‌دو گروه سی نفرة آزمایشی و کنترل تقسیم شدند. در طول ده جلسه اعمال آزمایش که در هر نوبت چهار ترکیب متجانس و چهار ترکیب نامتجانس به‌آن‌‌ها آموزش داده شد، درمجموع هشتاد ترکیب ارائه شد. گروه آزمایشی در معرض طرح پیش‌آزمون- همیاری - پس‌آزمون (مدل فشردة ارزشیابی پویا) قرار گرفتند، درحالی‌که برای آموزش این ترکیب‌ها به‌گروه کنترل از مدل‌های رایج آموزشی استفاده شد. یافته‌های حاصل از آزمون تحلیل کواریانس (ANCOVA) نشان می‌دهد که ارزشیابی پویا تأثیر به سزایی بر یادگیری ترکیب‌های متجانس و به‌خصوص نامتجانس در زبان‌آموزان ایرانی دارد و به‌تأثیر آن‌‌ها بر به‌چالش کشیدن شاخصه‌های زبانشناسی اشاره می‌کند. مفاهیم به‌دست آمده از این تحقیق معلمان را تشویق به‌جایگزین کردن روش‌های قدیمی با ارزشیابی پویا می‌کند که با قرار دادن زبان آموز و نیازهای زبانی آن در اولویت یادگیری لغات دشواری همچون ترکیبات لغوی را آسان تر می‌کند.

کلیدواژه‌ها


عنوان مقاله [English]

Investigating the Effect of Dynamic Assessment on Learning Congruent and Non-Congruent Collocations by Iranian EFL Learners

نویسندگان [English]

  • Aliakbar KHomijani Farahani 1
  • GholamReza Mirzaei 2
1 Associate Professor of English Literature, Faculty of Languages, University of Tehran
2 Department of Humanities, Faculty of Foreign Languages Studies, Tehran University, Kish Int'l Campus, Tehran, Iran
چکیده [English]

The current study was an attempt to explore whether dynamic assessment had any significant impact on learning non-congruent and congruent collocations by Iranian EFL learners. To this end, 60 out of 120 Iranian EFL learners were selected based on their scores in an Oxford Placement Test, and divided into experimental (N=30) and control (N=30) groups. During ten sessions of treatment, eight of the collocations incorporated in the initial test including four congruent and four noncongruent collocations in each session were presented to the learners, thus 80 collocations were covered. The experimental group was exposed to the pre-testmediation-posttest design (sandwich model of dynamic assessment) while the control group was instructed through conventional ways of teaching collocations. The findings of paired samples t-test revealed that the dynamic assessment instruction had a significant effect on learning congruent and specifically noncongruent collocations by Iranian EFL learners. However, there was no difference between the participants with and without prior learning experience in foreign language community. If the purpose is to have an active learning environment, attention needs to be devoted to the integration of a dynamic approach in the classroom, providing learners, with and without prior learning experience, with appropriate and leveled-feedback within the evaluation and teaching process.

کلیدواژه‌ها [English]

  • Dynamic Assessment
  • Congruent Collocation
  • Non-Congruent Collocations
  • ZPD
  • EFL Learners
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