کاربرد استعاره های مفهومی به عنوان یک راه حل شناختی برای چالش نگارش در زبان انگلیسی: تاثیر آموزش بر نگرش نوشتاری و خودکارآمدی نوشتاری زبان آموزان

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشیار آموزش زبان انگلیسی، گروه مترجمی زبان انگلیسی، دانشگاه بین المللی امام خمینی (ره)، قزوین، ایران

2 استاد مدعو آموزش زبان انگلیسی در گروه مترجمی زبان انگلیسی دانشگاه بین المللی امام خمینی (ره)، قزوین، ایران

3 استادیار آموزش زبان انگلیسی، گروه مترجمی زبان انگلیسی، دانشگاه بین المللی امام خمینی (ره)، قزوین، ایران

چکیده

با تکیه بر نظریه استعاره مفهومی (لیکاف و جانسون،2003 ) در چارچوب نظری مدل شناختی (فلاور و هیس، ۱۹۸۰)، محققان تلاش کردند تا از طریق خلق کنش متقابل بین سیستم ادراکی نگارنده و تجارب طبیعی که سازه های اصلی بدنه ی متن را تشکیل می دهند تمایلات عاطفی زبان آموزان نسبت به نگارش به زبان انگلیسی را بهبود بخشند. بدین منظور، 120 دانشجوی دختر و پسر کارشناسی زبان انگلیسی از مرکز زبان های خارجی دانشگاه آزاد اسلامی کرج داوطلبانه در این پژوهش شرکت کردند. داوطلبان سپس به طور تصادفی به دو گروه برابر زن و مرد تقسیم شدند .گروه آزمایشی از آموزش رویکرد شناختی و گروه کنترل از آموزش رویکرد سنتی بهره مند شدند.با استفاده از مدل آماری تحلیل کواواریانس دوطرفه ، محققان نتایج پس آزمون هردو گروه را مورد ارزیابی قرار دادند. تجزیه و تحلیل حاکی از یک تغییر معنادار در نمرات پس آزمون نگرش نوشتاری و خودکارآمدی نگارش در گروه شناختی بود. یافته های پژوهش حاضر به لحاظ عملی و نظری برای معلمان نگارش زبان انگلیسی از اهمیت ویژه ای برخوردارمی باشد. معلمان می توانند استعاره های مفهومی را به عنوان یک استراتژی شناختی به منظور بهبود تمایلات عاطفی زبان آموزان که موفقیت آنان را در نگارش تحت الشعاع قرار داده است را در برنامه های آموزشی خود قرار دهند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Conceptual Metaphor as a Cognitive Solution to English Writing Problems: The effect of instruction on Writing Attitude and Self-efficacy of EFL Learners

نویسندگان [English]

  • Rajab Esfandiari 1
  • Ghasem Vadipour 2
  • Mohammad Bagher Shabani 3
1 Associate Professor Of English Language Teaching In The Department Of English Language, Faculty Of Humanities At Imam Khomeini International University, Qazvin, Iran.
2 Visiting Professor Of TEFL In The Department of English Language, Faculty of Humanities At Imam Khomeini International University, Qazvin, Iran.
3 Assistant Professor Of TEFL In The Department Of English Language, Faculty Of Humanities At Imam Khomeini International University, Qazvin, Iran
چکیده [English]

Drawing on the conceptual metaphor theory (Lakoff & Johnson, 2003) and using the theoretical framework of the cognitive writing model (Flower & Hayes, 1980), the researchers attempted to improve EFL learners’ writing dispositions through establishing an interaction between their conceptual system and the natural experiences that form the framework of a text. To that end, 120 male and female EFL Bachelor-of-Arts (BA) students from Foreign Language Center at Islamic Azad Karaj University in Iran participated voluntarily in the study and were randomly divided into two groups, with the experimental group receiving the cognitive approach training and the control group the traditional approach instruction. Using a two-way analysis of co-variance (ANCOVA) procedure, the researchers evaluated the posttest results of both groups. SPSS (version 25) was used to analyse the data of the present study.The analysis revealed that the cognitive group experienced a remarkable growth in the posttest scores of writing self-efficacy and writing attitudes. Findings of the present study can be of practical and theoretical importance to the EFL writing teachers, because they provide EFL teachers with feedback to incorporate conceptual metaphor as a cognitive strategy in their writing courses to improve their students’ affective factors which overshadow their success in writing.

کلیدواژه‌ها [English]

  • Cognitive writing model
  • conceptual metaphor theory
  • writing self-efficacy
  • writing attitude
  • cognitive solution

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 12، شماره 3
مهر 1401
صفحه 195-213

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