تأثیر راهبردهای آموزشی درونداد-محور و برونداد-محور بر استفاده از ساختارهای وارونه انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشیار آموزش زبان انگلیسی، دانشکدة زبان ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران

2 دکترای آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد کهنوج، کرمان، ایران

چکیده

هدف پژوهش حاضر مقایسه تاثیر سه تکنیک آموزش فرم و معنا-محور بر تفسیر، تولید و بازسازی یکی از ساختارهای وارونگی انگلیسی است. در این راستا 122 زبان‌آموز ایرانی در چهار گروه آموزش پردازشی، ویرایش متن، برجسته‌سازی متنی و کنترل تقسیم شده و در پیش‌آزمون و پس‌آزمون‌ها شرکت کردند. نتایج نشان‌دهنده برتری عملکرد گروه آموزش پردازشی و ضعف عملکرد گروه برجسته‌سازی متنی بود. یافته‌های مربوط به عملکرد این دو گروه حاکی از آن است که تکنیک‌های صریح آموزشی برای یادگیری ساختارهای پیچیده موثرتر از تکنیک‌های ضمنی هستند. همچنین نتایج نشان داد گرچه آموزش پردازشی بر‌اساس درون‌داد است اما تاثیراتش قابل ‌انتقال به فعالیت‌های برون‌دادی نیز می‌باشد. علاوه بر این، طبق یافته‌های پژوهش حاضر، ویرایش متن می‌تواند در بهبود عملکرد زبان آموزان هم در تفسیر و هم در تولید ساختار مورد نظر موثر باشد. طبق نتایج این پژوهش می‌توان آموزش صریح دستور همراه با فعالیت‌های معنادار مبتنی بر درون‌داد را توصیه کرد.

کلیدواژه‌ها

عنوان مقاله [English]

The Effects of Input-based and Output-based Techniques on Learners’ Performance of English Inversions

نویسندگان [English]

  • Shiva Kaivanpanah 1
  • sara Rafsanjani Nejad 2
1 Associate professor of Applied Linguistics, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran
2 PhD in TEFL, Islamic Azad University, Kahnooj Branch, Kerman, Iran
چکیده [English]

The present study explored the comparative effectiveness of three focus-on-form instructional techniques on Iranian learners’ ability to interpret, produce, and reconstruct English inversion structures. To do this, 122 participants were assigned to Processing Instruction, Text editing, Textual enhancement, and Control groups and received instructions. Results of repeated measures ANOVA showed the superiority of Processing Instruction and the possibility of transfer of training through this input-based technique to output tasks. The effectiveness of Textual Enhancement instructional technique in triggering changes in learners’ performance suggested that implicit instruction is not adequate for inducing the necessary cognitive processes needed for learning. The findings also indicated that output-based Text Editing technique could be effective in improving learners’ performance of the target structure and retaining the effects of instruction on delayed posttests. Based on the results of the study, teachers are encouraged to provide learners with opportunities to process both form and meaning through Processing Instruction.

کلیدواژه‌ها [English]

  • focus-on-form instruction
  • processing instruction
  • textual enhancement
  • text editing
  • input
  • output

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 12، شماره 1
فروردین 1401
صفحه 165-187

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