بررسی آموزش نوای گفتار از طریق تمرین های شناختی و فراشناختی در آموزش زبان فرانسه به زبان‌آموزان ایرانی

نوع مقاله : علمی پژوهشی(عادی)

نویسنده

گروه زبان فرانسه، دانشکده ادبیات و علوم انسانی، دانشگاه شهید چمران اهواز ، اهواز، ایران

چکیده

این پژوهش به بررسی تأثیر تمرین‌های شناختی و فراشناختی بر یادگیری نوای گفتار(عروض) در زبان‌آموزان ایرانی زبان فرانسوی پرداخته است. با استفاده از یک طرح پیش‌آزمون و پس‌آزمون با گروه کنترل، ۶۰ زبان‌آموز سال دوم و سوم دوره کارشناسی دانشگاه شهید چمران اهواز به دو گروه آزمایشی و کنترل تقسیم شدند. گروه آزمایشی به مدت ۸ جلسه تمرین‌های شناختی و فراشناختی دریافت کرد، در حالی که گروه کنترل از روش‌های معمول استفاده کردند. نتایج نشان داد که گروه آزمایشی بهبود قابل توجهی در نمرات شنیداری و گفتاری خود داشته است. علاوه بر این، تحلیل‌های کیفی نشان داد که دانشجویان گروه آزمایشی تجربه یادگیری مثبت‌تری داشتند و توانستند الگوهای نوای گفتار را بهتر درک و تولید کنند. این یافته‌ها حاکی از آن است که تمرین‌های شناختی و فراشناختی می‌توانند به طور قابل توجهی مهارت‌های شنیداری و گفتاری زبان‌آموزان را تقویت کنند. مطالعه به اهمیت ادغام راهبردهای شناختی در آموزش زبان برای بهبود تسلط بر نوای گفتار تأکید می‌کند. نتایج این پژوهش می‌تواند برای مدرسان و طراحان برنامه‌های درسی زبان مفید باشد و نشان می‌دهد که استفاده از تمرین‌های مبتنی بر شناخت در برنامه‌های آموزشی زبان می‌تواند به نتایج یادگیری موثرتری منجر شود. با بهبود درک و تولید نوای گفتار، زبان‌آموزان می‌توانند به مهارت‌های زبانی بهتری دست یابند که برای ارتباط موثر به زبان خارجی ضروری است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

A Study of Teaching Prosody through Cognitive and Metacognitive Exercises in Teaching French to Iranian Learners

نویسنده [English]

  • Hadissehalsadat Mousavi
Hadisehalsadat Mousavi 0000-0002-8702-8094 Department of French Language, Faculty of Literature and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran
چکیده [English]

This research investigates the impact of cognitive and metacognitive exercises on the learning of prosody in Iranian French language learners. Using a pre-test and post-test design with a control group, 60 second- and third-year undergraduate students from Shahid Chamran University of Ahvaz were divided into experimental and control groups. The experimental group received cognitive and metacognitive exercises over eight sessions, while the control group followed conventional methods. The results showed that the experimental group significantly improved their listening and speaking scores compared to the control group. Additionally, qualitative analysis revealed that students in the experimental group had a more positive learning experience and were better able to understand and produce prosodic patterns. These findings suggest that cognitive and metacognitive exercises can significantly enhance the auditory and oral skills of language learners. The study highlights the importance of integrating cognitive strategies in language teaching to improve learners' proficiency in prosody. The outcomes of this research can provide valuable insights for educators and curriculum designers, suggesting that incorporating innovative cognitive-based exercises into language programs can lead to more effective learning outcomes. By improving their understanding and production of prosody, learners can achieve better overall language proficiency, which is crucial for effective communication in a foreign language.

کلیدواژه‌ها [English]

  • Prosody
  • cognitive exercises
  • metacognitive exercises
  • French language teaching
  • stress patterns
  • intonation
  • listening and speaking skills
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