مشارکت در کلاسهای زبان انگلیسی بعنوان زبان خارجی: رابطه بین رفتارهای غیرکلامی و پاسخهای غیرکلامی فراگیران

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 استاد تمام آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه شیراز، شیراز، ایران

2 کارشناس ارشد آموزش زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه شیراز، شیراز، ایران

چکیده

ویگوتسکی (Vygotsky) (1978) ضمن اشاره به حرکات کودک براین عقیده است که اشاره کودک با انگشت یک رابطه بین شخصی را نشان می‌دهد و رابطه درون فردی زمانی رخ می‌دهد که کودک از مرحله درون‌سپاری گذشته باشد.  در این راستا، تحقیق حاضر به بررسی نقش گفتمان (Discourse) و رفتارهای غیرکلامی در یک کلاس زبان عمومی در دانشگاه شیراز پرداخت. روش تحقیق از نوع کیفی بود که در چارچوب نظریه فرهنگی-اجتماعی انجام شد.. ابزارهای تحقیق عبارت بودند از: یک پرسشنامه، دو ویدئو ضبط شده، نظرسنجی دانشجویی، و یک مصاحبه هدایت شده (نیمه ساختاریافته) (Semi-structured) با استاد. در مشاهدات تحقیق بویژه بر نحوه ارتباط متقابل استاد با دانشجویان در تدریس تاکید شد. 5 هفته اول دوره که دو جلسه نود دقیقه‌ای در هرهفته برگزار می‌شد ضبط ویدئویی شد. نتایج تحلیل داده‌های این تحقیق که متمرکز بر حرکات استاد بود ومطابق با استانداردهای ترانسکرایب (Transcription conventions) مک نیل (McNeill) (1992) جمع‌آوری شدند نشان داد که حرکات بدنی و رفتارهای تقلیدی استاد به عینیت بخشی زبان انگلیسی برای دانشجویان کمک کردند. رفتارهای غیرکلامی به دو دسته گرامر و واژگان تقسیم شدند. که استاد با استفاده از آنها تلاش می‌کرد به درس عینیت ببخشد و به عبارتی دیگر آن را کدگذاری مجدد کند. لازم به ذکر است که در این مطالعه، نه تنها انواع مختلف حرکات بدنی بلکه نقش‌های آنها نیز مورد مطالعه قرار گرفتند. این تقسیم‌بندی نشان می‌دهند که معلم تلاش می‌کند تا زبان را عینیت بخشیده و کدگذاری کند.

کلیدواژه‌ها


عنوان مقاله [English]

Participation in the EFL Classrooms: Relationships between the Functions of Teacher’s Embodied Actions and Learners' Embodied Reactions

نویسندگان [English]

  • Naser Rashidi 1
  • maryam parviz 2
2 shiraz university
چکیده [English]

Vygotsky (1978) uses the example of a child's gesture, arguing that finger-pointing presents an interpersonal relationship, and an intrapersonal relationship occur only after an internalization. The purpose of this study was to investigate the discourse and corresponding gestures at a foreign language university general English course using Socio-cultural theory as a theoretical framework. This study used a qualitative research methodology. The instruments used in the current research included: a questionnaire, two video-recordings, student surveys, and a follow-up semi-structured teacher interview. Particularly, the observations were of the teacher in interaction with students concerning the subject matter. The teacher and students teaching was video-recorded for the first five weeks of a sixteen-week course, meeting twice per week for one hour and thirty seconds. The teacher’s gestures were analyzed according to the transcription conventions developed by McNeill (1992). The findings are discussed in relation to the teacher’s embodied practices. The data revealed that the teacher gestured and mimetically illustrated in order to concretize the language. The gestures observed were organized into different linguistic categories of grammar and lexis on the basis of the lessons of the course- book. So, not only the gesture types, but also the functions, are discussed. This organization reinforces the notion that the instructor was trying to concretize the language and codify it.

کلیدواژه‌ها [English]

  • Classroom Discourse
  • Embodied Action
  • Gesture in Language Learning
  • Transcribe
  • Interaction
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