بررسی تاثیر بازخورد بصری بر زمان آغاز واکداری فراگیران ایرانی زبان انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسنده

گروه زبان و ادبیات انگلیسی دانشگاه یزد، یزد، ایران

چکیده

این مطالعه به بررسی اثربخشی بازخورد بصری به عنوان ابزاری برای افزایش زمان آغاز واکداری فراگیران ایرانی زبان انگلیسی پرداخته است. در حیطه ی آموزش تلفظ، بازخورد بصری به عنوان یک رویکرد جدید به رسمیت شناخته می شود. پژوهش حاضر شامل یک گروه آزمایشی، تجزیه و تحلیل آماری، همراه با بررسی داده‌های بصری بود که عملکرد ثابتی را درطول سه مرحله مطالعه نشان داد. در کمال تعجب، الگوی باز خورد بصری به تغییرات قابل توجهی در زمان آغاز واکداری منجر نشد. با این حال، تغییراتی در بین شرکت کنندگان در مورد میانگین عملکردی آنها در رابطه با زمان آغاز واکداری وجود داشت. برخی از شرکت کنندگان بهبود در زمان آغاز واکداری زبان انگلیسی برای واج های /p/، /t/، و /k/ نشان دادند، در حالی که این موضوع برای سایر شرکت کنندگان این گونه صدق نکرد. در‌آزمون ابتدایی، اکثر شرکت‌کنندگان زمان آغاز واکداری ‌هایی شبیه به انگلیسی بومی را به نمایش گذاشتند که نشان‌دهنده یک اثر بالقوه است. عواملی مانند قرار گرفتن در معرض زبان مقصد و برجسته بودن زبان انگلیسی به عنوان یک زبان خارجی احتمالاً بر نمرات زمان آغاز واکداری شرکت کنندگان قبل از مطالعه تأثیر گذاشته است. بر اساس نتایج مطالعه حاضربازخورد بصری می تواند یک روش آموزشی جایگزین برای آموزش تلفظ در کلاس درس ارائه دهد که بیشترفراگیر محور بوده و به آنها اجازه می دهد تا تجزیه و تحلیل بازنمایی های بصری تولیدات خود را بیاموزند. با این حال، انجام تحقیقات با تعداد بیشتری از شرکت‌کنندگان برای نتیجه‌گیری قوی‌تر در این حوزه ضروری است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Impact of Visual Feedback on Voice Onset Time (VOT) among Iranian EFL Learners

نویسنده [English]

  • Forough Amirjalili
Department of English Language and Literature, Yazd University, Yazd, Iran
چکیده [English]

This study delved into the effectiveness of Visual Feedback (VF) as a tool for enhancing the Voice Onset Time (VOT) of Iranian learners of English. In the realm of pronunciation instruction, VF is gaining recognition as a novel approach. The present research study involved an experimental group, and statistical analysis, along with visual data inspection, revealed consistent performance across the study's three phases. Surprisingly, the VF paradigm did not lead to significant changes in VOT. However, there were noticeable variations among participants regarding their average VOTs, with some showing improvement in English VOTs for the phonemes /p/, /t/, and /k/, while others did not. In the pretest, most participants exhibited English-like VOTs, suggesting a potential ceiling effect. Factors such as immersion in the target language and the prominence of English likely influenced participants' VOT scores before the study. The findings of this study indicate that visual feedback can serve as a different instructional approach for teaching pronunciation in the classroom. This approach is more student-centered, as it enables students to analyse visual representations of their own speech. The participants' VOT ratings may have been influenced by the frequency at which they were exposed to the target language prior to the study. Nevertheless, in order to obtain more reliable conclusions, it is important to carry out studies including a larger number of subjects with varying levels of exposure.

کلیدواژه‌ها [English]

  • Efficacy
  • Iranian EFL learners
  • Pronunciation
  • Visual feedback
  • Voice Onset Time

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 14، شماره 1
خرداد 1403
صفحه 115-135

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