تاثیر بازخورد بحث کلاسی بر عملکرد نوشتاری زبان آموزان برونگرا و درونگرا

Subject Areas : All areas of language and translation

Sahar Farrahi Avval ¹ , Hassan Asadollahfam ² , Bahram Behin ³

1 - English Department, Bonab Branch, Islamic Azad University, Bonab, Iran
2 - English Department, Bonab Branch, Islamic Azad University, Bonab, Iran
3 - Department of English Language and Literature, Shahid Madani University, Tabriz, Iran

Received: 2022-08-15 Accepted : 2022-09-25 Published : 2023-04-01

Keywords: بازخورد اصلاحی, زبان آموزان, تیپ شخصیتی,

Abstract :

خلاصهدر پژوهش حاضر بر آن بود تا بررسی شود که آیا زبان آموزان ایرانی زبان انگلیسی با تیپ های شخصیتی متفاوت می توانند از بازخورد اصلاحی (CF) بهره مند شوند یا خیر. 317 زبان آموز زبان انگلیسی از 4 موسسه در تبریز در آزمون تافل شرکت کردند. 271 شرکت کننده بین 477 تا 510 امتیاز گرفتند. نمرات 164 نفر از آنها بین ± 1SD کاهش یافت. 34 نفر از آنها با شرکت در مطالعه موافقت کردند و از آنها خواسته شد تا یک ترکیب 200 کلمه ای ارائه دهند. ترکیبات آنها بر اساس CAF (پیچیدگی، دقت، و روان) تجزیه و تحلیل شد. سپس از آنها خواسته شد که به سوالات مربوط به بعد برونگرایی- درونگرایی پاسخ دهند تا میزان درونگرایی آنها بررسی شود. سپس انواع مختلف بازخورد اصلاحی از طریق 10 جلسه بحث کلاسی به شرکت کنندگان ارائه شد. پس از گذراندن این دوره، از آنها خواسته شد تا یک ترکیب 200 کلمه ای دیگر را تحویل دهند. این ترکیب نهایی دوباره بر اساس CAF تجزیه و تحلیل شد. نتایج نشان داد که کیفیت متن زبان آموزان درونگرا با کیفیت متن زبان آموزان برونگرا تفاوت معناداری ندارد.کلمات کلیدی: زبان آموزان ایرانی زبان انگلیسی، تیپ های شخصیتی، CF، بحث کلاسی

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