رابطه دانش واژگان زبان آموزان ایرانی و تماس خارج از کلاس آنان با محتوای خوانداری، شنیداری، و صوتی‌تصویری انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 استادیار آموزش زبان انگلیسی، دانشکده زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران

2 دکتری آموزش زبان انگلیسی، دانشکده زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران

چکیده

درحالی که بخش بزرگی از یادگیری، خارج از فضای آموزشی روی می‌دهد، پژوهش‌های اندکی به‌میزان و نوع فعالیت‌های زبان‌آموزان در خارج از کلاس پرداخته‌اند. این پژوهش برآن‌ست؛ میزان تماس خارج از کلاس زبان‌آموزان ایرانی با محتوای خوانشی، شنیداری، و صوتی‌تصویری انگلیسی را بررسی کرده و رابطة آن را با دانش واژگان زبان‌آموزان بسنجد. به‌این منظور 88 دانشجوی سال اول کارشناسی رشتة آموزش زبان انگلیسی به‌پرسش‌های یک‌آزمون دانش واژگان و پرسشنامه پاسخ دادند. پایایی هر دو ابزار نیز محاسبه و تایید شد. نتایج حاکی از این بود که زبان‌آموزان بیشترین زمان را به‌تماشای محتوای انگلیسی اعم از فیلم، سریال، و ویدیوهای اینترنتی اختصاص می‌دهند و گوش‌دادن و خواندن در جایگاه‌های بعدی قرار می‌گیرند. نتایج همبستگی پیرسون نیز نشان‌داد که تماشاکردن و گوش‌دادن به‌محتوای انگلیسی با دانش واژگان زبان‌آموزان همبستگی مثبت دارد. همچنین مشخص شد که عدم استفاده از زیرنویس و استفاده از زیرنویس انگلیسی به‌هنگام دیدن، دارای همبستگی مثبت با دانش واژگان زبان‌آموزان است. برای خواندن متون و استفاده از زیرنویس فارسی، اثر معناداری یافت نشد. یافته‌های این پژوهش نشان‌دهندة محبوبیت و پتانسیل رسانه‌های صوتی‌تصویری برای گسترش واژگان و حاکی از اهمیت استفادة برنامه‌های آموزش زبان از این ابزار و همچنین تشویق و هدایت زبان‌آموزان به‌استفادة گسترده از آن است.

کلیدواژه‌ها


عنوان مقاله [English]

The Relationship Between Iranian Language Learners’ Vocabulary Knowledge and Their Out-Of-Class Exposure to English Reading, Listening, and Audiovisual Materials

نویسندگان [English]

  • برزآبادی فراهانی Borzabadi Farahani 1
  • Masoud Ahrabi 2
1 Teacher
2 PhD Student
چکیده [English]

While plenty of learning occurs outside educational environments, few studies have examined the extent and type of language learners’ out-of-class activities. This study intends to investigate the extent to which Iranian EFL learners are exposed to English reading, listening, and audiovisual materials out of the classroom and determine the relationship between this exposure and learners’ vocabulary knowledge. To this end, 88 freshman students of English language teaching major were administered a vocabulary knowledge test and a questionnaire. The reliability of both instruments was tested and approved. The results of this study indicated that the learners spent the most time on viewing English audiovisual materials, including movies, TV series, and online videos. Listening and reading were the second and last sources of out-of-class exposure to English. The results of Pearson correlation analysis revealed a positive relationship between viewing and listening to English materials and vocabulary knowledge. Moreover, it was found that using no subtitles and using English subtitles while viewing had a positive correlation with vocabulary knowledge. No significant effect was found for using Persian subtitles or reading. The findings show that the popularity of audiovisual media and their potential for vocabulary learning should be further exploited in EFL programs. It is also suggested that learners be encouraged to engage in extensive viewing.

کلیدواژه‌ها [English]

  • Vocabulary knowledge
  • Out-of-class learning
  • Reading
  • Listening
  • Viewing
  • Subtitles
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