تأثیر تدریس صریح دسته‌های واژگانی بر کیفیّت کاربرد واژگان و صحّت دستوری در نگارش زبان انگلیسی: یک رویکرد کاربردی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

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

2 دانشگاه تهران، دانشکده زبانها و ادبیات خارجی

چکیده

در طول سال‌های گذشته، محققان در زمینة یادگیری زبان دوم توجه ویژه‌ای به‌اهمیت دسته‌های واژگانی در جنبه‌های مختلف زبانی داشته‌اند. اما مطالعات اندکی پیرامون اثربخشی تدریس آن‌ها در جهت فراگیری مهارت‌های زبانی انجام شده است. پژوهش حاضر بر آنست تا به‌بررسی تأثیر تدریس صریح دسته‌های واژگانی بر کاربرد واژگان و صحت دستوری در نگارش زبان انگلیسی زبان‌آموزان ایرانی بپردازد. در این راستا، 2 کلاس دست‌نخورده در قالب یک گروه آزمایش و 2 کلاس دست‌نخوردة دیگر در قالب یک گروه کنترل در جهاد دانشگاهی دانشگاه تهران انتخاب شدند. دو گروه روند آموزشی معمول تعیین شده توسط آموزشگاه را دنبال کردند، اما فعالیت‌های مرتبط با تدریس صریح دسته‌های واژگانی، تنها در گروه آزمایش صورت گرفت. یک آزمون نگارش زبان انگلیسی قبل (پیش‌آزمون) و بعد (پس‌آزمون) از مداخلة (تدریس صریح دسته‌های واژگانی) به‌هردو گروه آزمایش و کنترل ارائه شد. دو ارزیاب باتجربه که از پژوهش حاضر بی‌خبر بودند، به‌نگارش زبان‌آموزان از لحاظ کاربرد واژگان و صحت دستوری نمره دادند. تحلیل آماری نتایج نشان داد که تدریس صریح دسته‌های واژگانی توانسته است تفاوت معناداری در ارتقای کیفیت کاربرد واژگان و صحت دستوری گروه آزمایش نسبت به‌گروه کنترل ایجاد کند. نتایج پژوهش به‌همراه دلالت‌های آموزشی آن به‌بحث گذارده می‌شوند.     

کلیدواژه‌ها


عنوان مقاله [English]

rootThe impact of explicit instruction of lexical bundles on vocabulary usage and grammatical accuracy in writing in English: a practical approach

نویسنده [English]

  • Majid Nemati 1
1 Associate Professor, Department of English, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran
چکیده [English]

Along with recent developments in corpus linguistics, there has been an increasing awareness of the importance of formulaic sequences in acquiring language skills. This study set out to investigate the impact of explicit instruction of lexical bundles on the Iranian learners’ grammatical accuracy and vocabulary usage in English writing. To that end, 4 intact classes (2 classes in experimental group and 2 classes in control group) in a language institute in Tehran were chosen. All the classes underwent the regular language instruction stipulated by the language institute, but two classes, as the experimental group, received explicit instruction of lexical bundles as well. One writing test was administered to both groups before (pre-test) and after (post-test) the treatment (explicit instruction of formulaic sequences). Two blind raters scored the overall quality of the participants’ writing performance. The results showed that the participants in the experimental group outperformed those in the control group. Pedagogical implications and suggestions for further research are discussed.

کلیدواژه‌ها [English]

  • Lexical Bundles (LBs)
  • explicit instruction of LBs
  • grammatical accuracy
  • vocabulary usage
  • learner autonomy
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