تبیین و بررسی تأثیر انگاره بومیِ ارزشیابی پویا در شناخت و رفع مشکلات یادگیری مهارت‌های زبانیِ مولد در دانش‌آموزان متوسطه

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دکتری آموزش زبان انگلیسی دانشگاه دریانوردی و علوم دریایی چابهار و استادیار مجتمع آموزش عالی شهید محلاتی

2 دانشیار آموزش زبان انگلیسی ، دانشگاه دریانوردی و علوم دریایی چابهار

3 دانشیار زبانشناسی کاربردی، دانشگاه سیستان و بلوچستان

4 استادیار آموزش زبان انگلیسی ، دانشگاه دریانوردی و علوم دریایی چابهار

چکیده

ارزشیابی پویا، رویکردی نوین در آزمون‌سازی است که ریشه در مبانی نظری فراوانی دارد و به‌همین دلیل، در سال‌های اخیر توجه محققان را برانگیخته است. اما اغلب این تحقیقات در مگسترهای آزمایشگاهی بوده و قابلیت این رویکرد را در یک دروة تحصیلی واقعی بررسی نکرده‌اند. در تحقیق حاضر، با بهره‌گیری از نظریه‌های گوناگون آموزش و ارزشیابی، انگاره‌ای بومی از ارزشیابی پویا برای شناخت مشکلات یادگیری دانش‌آموزان تبیین و سپس نتایج حاصل از آن با رویکردی معیار (الجفره و لنتلف ،1994) مقایسه شده است. برای این منظور از 102 نفر از دانش‌آموزان پسر اول متوسطه در دو گروه آزمایشی و یک گروه کنترل استفاده شد و عملکرد آن‌ها در یک پس‌آزمون مقایسه شد. نتایج نشان داد که به‌واسطة این انگارة بومی می‌توان مشکلات دانش‌آموزان را در مهارت‌های مولد بازشناخت و برای رفع آن‌ها فهرستی بومی از الگوهای مداخله‌ای ارائه داد. نتایج حاصل از تحلیل واریانس نیز نشان داد که این فهرست مداخله‌ای بومی بر انگاره معیار مذکور برتری نسبی دارد و به‌صورت معناداری باعث رشد یادگیری مهارت‌های گفتاری و نوشتاری زبان‌آموزان می شود

کلیدواژه‌ها

عنوان مقاله [English]

Presenting and investigating the effect of a local model of dynamic assessment in diagnosing and removing learning difficulties of high school students in productive skills

نویسندگان [English]

  • Sajjad Farokhipour 1
  • Hooshang Khoshsima 2
  • Abdullah Sarani 3
  • Mansoor Ganji 4
1 Department of language and literature, Chabahar Maritime University
2 Department of language and Literature, Chabahar Maritime University
3 Department of language and Literature, Sistan and Baluchistan University
4 Department of Language and Literature, Chabahar Maritime University
چکیده [English]

Dynamic assessment is a new approach toward testing which is deeply rooted in a variety of theories and therefore attracted researchers in recent decades. However, most of the researches conducted in the field have been in experimental settings and few of them, if at all, have studied its applications in real educational setting.Thus,aimed at diagnosing and removing learning difficulties of Iranian high school students in productive skills of English, the current research was an attempt to present and explain a local model of dynamic assessment and then compare its results against a standard model. The findings showed that the local model is not only able to prognosticate language problems but also to propose a local inventory of mediation for removing them. Besides, the results of a post test only control group design through analysis of variance showed that the participants which used the model outperformed both control group and the one in standard dynamic assessment approach. These findings have implications for teachers, syllabus designers and educational decision makers.

کلیدواژه‌ها [English]

  • Dynamic assessment
  • Local model
  • Productive Skills
  • Testing
  • Zone of proximal development

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 10، شماره 1
فروردین 1399
صفحه 120-134

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