ارتقاء نگارش پاراگراف زبان آموزان سطح متوسط انگلیسی از طریق تعامل مکالمه ای

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشیار آموزش زبان انگلیسی، گروه زبان انگلیسی، واحد قائم‌شهر، دانشگاه آزاد اسلامی قائم‌شهر، ایران

2 کارشناسی ارشد آموزش زبان انگلیسی، گروه زبان انگلیسی، واحد قائم‌شهر، دانشگاه آزاد اسلامی قائم‌شهر، ایران

چکیده

پژوهش حاضر، به‌منظور بررسی اثر همکنشی مکالمه‌ای بر کارکرد نگارش زبان‌آموزان ایرانی زبان انگلیسی به‌عنوان زبان خارجی انجام شده‌است. به‌منظور رسیدن به‌این هدف، از طرح پیش‌آزمون و پس‌آزمون نیمه‌تجربی استفاده شد. افزون بر این، طرح نیمه‌تجربی که برای پاسخ‌گویی به‌سوال اول این پژوهش استفاده شده‌بود، پژوهشگران از مصاحبه نیز برای جمع‌آوری داده‌ها برای پاسخگویی به‌سوال دوم پژوهش حاضر بهره گرفتند. تعداد 32 نفر انتخاب شده و به‌دو گروه تجربی (17 نفر) و گروه کنترل (15 نفر) تقسیم شدند و با استفاده از آزمون تعیین سطح آکسفورد همگن‌سازی شدند. آن‌ها پیش‌آزمون و پس‌آزمون را به‌همراه نه جلسه آموزش پشت‌سر گذاشتند. از آزمون t مستقل برای مقایسه میانگین نمرات گروه‌ها استفاده شد. نتایج حاصل از این مطالعه نشان‌داد که گروه مکالمه‌ای یعنی گروه تجربی، بهتر ازگروه کنترل عمل کرد و موفقیت بیشتری در نگارش به‌دست آورد. افزون بر این، نتایج حاصل از مصاحبه نشان‌داد که نگرش زبان‌آموزان گروه مکالمه‌ای نسبت به‌استفاده از این روش در کلاس نگارش مثبت است.

کلیدواژه‌ها


عنوان مقاله [English]

Paragraph Writing Enhancement of Intermediate ESL Learners through Dialogic Interaction

نویسندگان [English]

  • Amir Marzban 1
  • Noora Noori 2
1 Head of dept., Islamic Azad University, Qaemshahr Branch
2 English Dept., Islamic Azad University, Qaemshahr
چکیده [English]

Abstract
The present study was conducted to explore the effect of dialogic interaction on the writing performance of the Iranian EFL learners. In order to achieve this goal, a quasi-experimental pretest posttest design was utilized. Besides this quasi-experimental design which was responsible for answering the first research question, the researcher used a structured interview in order to obtain the data for answering the second research question of the present study. A total number of 32 participants were selected and assigned to an experimental group (n=37) and a control group (n=15). They were homogenized using Oxford Placement Test (OPT). They took a pre-test and a post-test and underwent a nine-session treatment. Since the distribution of the data was normal, an independent sample t-test was used to compare the mean scores of the groups. The results of the study showed that the dialogic group, the experimental group outperformed the control group in terms of their achievement in their writing. Moreover, the results of the interview conducted with the learners showed that the attitude of the learners in the dialogic group was positive toward the use of this technique in the writing class.
Keywords: Paragraph writing, Dialogic interaction, Intermediate level, Structured Interview, Quasi-experimental

کلیدواژه‌ها [English]

  • Keywords: pargraph writing
  • dilogic interaction
  • intermediate level
  • interview
  • quasi-experimental
Alexander, R.J. (2008) Education for All, the Quality Imperative and the Problem of Pedagogy (CREATE Research Monograph 20), 50 pp, Universities of Sussex and London, with the Department for International Development: Consortium for Research on Educational Access, Transitions and Equity.
http://www.create-rpc.org/pdf_documents/PTA20.pdf
Bakhtin, M. M. (1987). The dialogic imagination: Four essays. Austin, TX: University of Texas Press.
Brown, H. D. (1994). Teaching by principles: An interactive approach tolanguage pedagogy. Englewood Cliffs, New Jersey: Prentice Hall Cambridge University Press.
Cary, M., & Reder, L. M. (2002). Metacognition in strategy selection: Giving consciousness too much credit. In P. Chambres, M. Izaute, & P. J. Marescaux (Eds.), Metacognition: Process, function, and use (pp. 63-78). New York, NY: Kluwer.10.1007/978-1-4615-1099-4_5. https://www.researchgate.net/publication/233955324_Metacognition_in_Strategy_Selection
De Larios, J. R., & Murphy, C. (2001). Some steps towards a socio-cognitive interpretation of second language composition processes. International Journal of English Studies, 1(2), 25-45.
http://revistas.um.es/ijes/article/view/48351
Emig, J. (1977). Writing as a mode of learning. College Composition and Communication, 28(2), 122–128.
 
Engeström, Yrjö (1999). Activity theory and individual and social transformation. In Yrjö Engeström, Reijo Miettinen & Raija-Leena Punamäki-Gitai (eds.), _Perspectives on Activity Theory_. Cambridge University Press. pp. 19-38.
Gillies, R., Nichols, K., Haynes, M. (2012). The effects of strategic and meta-cognitive questioning approaches on children’s explanatory behavior, problem-solving, and learning during cooperative. Inquiry-based science. International Journal of Educational Research. Science Direct.
Hong, H. (2015). Exploring young children's writer identity construction through the lens of dialogism. International Journal of Early Childhood, 47(2), 301-316.
Klingelhofer, R. & Schleppegrell, M., (2016). Functional grammar analysis in support of dialogic instruction with text: scaffolding purposeful, cumulative dialogue with Englishlearners.ResearchPapersinEducation: Taylor&Francis. https://www.tandfonline.com/doi/full/10.1080/02671522.2016.1106701?scroll=top&needAccess=true
Kuhn, Deanna & Hemberger, Laura & Khait, Valerie. (2015). Tracing the Development of Argumentive Writing in a Discourse-Rich Context. Written Communication. 33. 10.1177/0741088315617157. https://www.researchgate.net/publication/285393386_Tracing_the_Development_of_Argumentive_Writing_in_a_Discourse-Rich_Context
Lee, Icy. (2008). Student reaction to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing. 17. 144-164. 10.1016/j.jslw.2007.12.001. https://www.researchgate.net/publication/222525197_Student_reaction_to_teacher_feedback_in_two_Hong_Kong_secondary_classrooms
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of Second language development. Oxford: OUP.
Littleton, K., & Howe, C. (2010). Educational dialogues: Understanding and promoting productive interaction. London: Routledge MA: Harvard University Press.
Matsuda, P. K. (1998). Situating ESL writing in a cross- disciplinary context. Written communication, 15, 99-121.
Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking: A sociocultural approach. London: Routledge.
Mojibur, R. M. (2011). Genre-based Writing Instruction: Implication for ESP Classroom. English for Specific Purposes World, 33(11), 1-9.
Myers, C. Y., & Kroeger, J. (2011). Scribbling away the ghosts: A Bakhtinian interpretation of preschool writers and the disruption of developmental discourses. Contemporary Issues in Early Childhood, 12(4), 297-309. https://www.researchgate.net/publication/259821787_Myers_C_Kroeger_J_2011_Scribbling_Away_the_Ghosts_A_Bahktinian_Interpretation_of_Preschool_Writers_and_the_Refraction_of_Developmental_Discourses_Contemporary_Issues_in_Early_Childhood_124_297-309
Renshaw, Peter. (2004). Dialogic Learning Teaching and Instruction. 10.1007/1-4020-1931-9_1. https://www.researchgate.net/publication/226740877_Dialogic_Learning_Teaching_and_Instruction
Rish, R. (2015).  Researching writing events: Using mediated discourse analysis to explore how students write together. Literacy, 49(1), 12-19. https://www.researchgate.net/publication/271141510_Researching_Writing_Events_Using_Mediated_Discourse_Analysis_to_Explore_How_Students_Write_Together
Rivers, W. M. (1987). Teaching foreign language skills. Chicago: University of Chicago Press.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Wells, G. (1999). Dialogic enquiry: Toward a sociocultural practice and theory. Cambridge: Cambridge University Press.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard: Harvard University Press.