میزان اثر بخشی روش آموزشی تکلیف محور بر بهبود مهارت خواندن زبان آموزان ایرانی: بررسی دیدگاه مدرسان

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشجوی دکتری آموزش زبان انگلیسی، بخش زبان انگلیسی، واحد قشم، دانشگاه آزاد اسلامی، قشم، ایران

2 ، گروه زبان و ادبیات انگلیسی، دانشگاه شهید باهنر کرمان، واحد کرمان، ایران

3 استادیار آموزش زبان انگلیسی، بخش زبان انگلیسی، واحد قشم، دانشگاه آزاد اسلامی، قشم، ایران

چکیده

مطالعه حاضر تلاش به بررسی روش مشارکتی تکلیف محور بر مهارت آکادمیک درک مطلب زبان آموزان کرده است. از اینرو، 80 نفر از زبان آموزان از دو کلاس کامل انتخاب و بطور تصادفی به دو گروه، یک گروه کنترل و یک گروه آزمایش تقسیم شدند. طی یک ترم محقق روش سنتی و قدیمی تدریس را در گروه کنترل، و روش تکلیف محور را در گروه آزمایش بکار گرفت. با گرد آوری داده ها، نتایج مقایسه دو گروه نشان داد اگرچه نمرات فراگیران در هر دو گروه در آزمون ثانویه افزایش یافته است، اما تفاوت آماری قابل ملاحظه ای بین عملکرد کلی زبان آموزان در دو گروه به چشم خورد. در نتیجه این میانگین نمرات بالاتر نشان میدهد که روش تکلیف محور و فعالیتهای مشارکتی، پتانسیلی در ارتقاء یادگیری مهارت خواندن فراگیران دارد. علاوه بر موارد ذکر شده، یافته های مصاحبه با اساتید نشان داد که آنها دیدگاه مثبتی پیرامون اجرای روش تکلیف محور، و تمایل به استفاده از برخی فعالیت های این روش در دروس پیش رو دارند.

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Task- Based Language Teaching (TBLT) on Iranian EFL Learners’ Reading Comprehension Ability(Teachers’ Perception in Focus)

نویسندگان [English]

  • Azar Bagheri Masoudzadeh 1
  • Ali Asghar Rostami Abousaeedi 2
  • Shahram Afraz 3
1 Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 Department of English Language, Shahid Bahonar University, Kerman, Iran
3 Dept. of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran.
چکیده [English]

The present study seeks to explore the role of TBLT method on students’ reading comprehension skill. In so doing, 80 Iranian EFL learners from two intact classes participated in the study, in which the learners from the two classes were randomly assigned to one control group and one experimental group. The researcher in the control group class followed her regular teaching practice through the conventional book-based method. However, in the experimental group class, the researcher applied task based method. Results of the comparison of the both groups indicated that although the students' scores has improved on the IELTS posttest, there was statistically significant difference between the experimental group’s performances in reading skill. Accordingly, the higher mean score, suggests that the task based method and the collaborative activities have the potentials to help learners develop a better learning of English reading skill. On top of that, findings of the questionnaires and also interviews with teachers revealed their positive attitude towards implementing the mentioned method .

کلیدواژه‌ها [English]

  • Task based language teaching (TBLT)
  • Reading comprehension ability
  • Academic achievement
  • EFL teachers' Perception
  • Iranian EFL Learners

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 9، شماره 4
بهمن 1398
صفحه 1105-1130

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