نقش بازخورد زبانشناختی و غیر مستقیم در جنبه های گفتمانی متون استدلالی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

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

2 گروه زبان انگلیسی، دانشگاه فرهنگیان، تهران، ایران

چکیده

این مطالعه با هدف بررسی بازخورد غیرمستقیم و زبانشناختی بر اشتباهات زبان آموزان در متون استدلالی انجام شده است. جنبه های گفتمان عبارتند از: پیوستگی، سازمان یافتگی، انسجام، اتحاد معنایی و فراگفتمان. شش کلاس آماده انتخاب شدند که دو کلاس بازخورد اصلاحی غیرمستقیم دریافت کردند، دوکلاس دیگر تحت پوشش اصلاح زبانشناختی قرار گرفتند و دو کلاس دیگر به عنوان گروه کنترل هیچ بازخوردی دریافت نکردند. پیش آزمون و پس آزمون نوشتار استدلالی تجزیه و تحلیل شد. نتایج نشان داد که اختلاف معنی داری بین بازخورد های غیرمستقیم و زبانشناختی در مورد سازماندهی متنی وجود نداشت اما در تمام مقایسه های دیگر بازخورد غیرمستقیم مؤثرتر از بازخورد زبانشناختی بود و هر دو در مقایسه با گروه کنترل بهتر بودند. همچنین نتایج بیانگر این بود که در کل، معلمان نسبت به بازخورد اصلاحی غیرمستقیم در مقایسه با بازخورد زبانشناختی در پاسخگویی به مشکلات گفتمانی زبان آموزان بیشتر تمایل دارند. معلمان به جای ارائه اصلاحات و پیشنهادات، نظرات بیشتری برای شناسایی مشکلات ارائه کردند.

کلیدواژه‌ها


عنوان مقاله [English]

The Role of Metalinguistic Explanation and Indirect Corrective Feedback in Discourse Aspects in Argumentative Writing

نویسندگان [English]

  • Ali Akbar Khomeijani Farahani 1
  • Hatav Mardani Babamiri 1
  • Mehri Jalali 2
1 Department of Linguistics, Department of English language and Literature, the University of Tehran,Tehran, Iran
2 Department of TEFL, English, Farhangian University, Tehran, Iran
چکیده [English]

This study investigated the teachers’ provision of indirect versus metalinguistic error correction to EFL learners committed errors in their argumentative writing pieces. The discourse aspects that were the focus of this research include: unity, organization, cohesion, coherence and metadiscourse. For this purpose, six intact classes were selected where two classes received indirect correction, the other two were exposed to metalinguistic correction and two other classes functioned as the control group where there was no correction at all. Pre- and post-tests in terms of argumentative writing tasks were analyzed. The results of statistical analysis revealed a non-significant difference between the indirect and metalinguistic feedback types regarding organization. However, all the other comparisons were found to be statistically significant where the indirect feedback outperformed the metalinguistic feedback, and both proved more fruitful than the control group. Additionally, on the whole, teachers were more inclined towards indirect corrective feedback compared to metalinguistic feedback in addressing learners’ discourse problems. The teachers gave more comments to identify problems instead of providing corrections and suggestions.

کلیدواژه‌ها [English]

  • corrective feedback
  • indirect feedback
  • metalinguistic
  • discourse-level writing
  • argumentative essay
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