تأثیر پیچیدگی شناختی تکالیف بر عملکرد نوشتاری فردی و مشارکتی زبان آموزان

Subject Areas : All areas of language and translation

Afsane Motallebi Moghaddam ¹ , Faramarz Azizmalayeri ² , Abbas Bayat ³

1 - English Language Department, Malayer Branch, Islamic Azad University, Malayer, Iran
2 - English Language Department, Malayer Branch, Islamic Azad University, Malayer, Iran
3 - English Language Department, Malayer Branch, Islamic Azad University, Malayer, Iran

Received: 2022-01-07 Accepted : 2022-07-23 Published : 2022-10-01

Keywords: تکلیف, دقت, روانی, پیچیدگی شناختی, پیچیدگی نوشتن مشارکتی,

Abstract :

در چند دهه اخیر، تکالیف به عنوان واحد اساسی در فرآیند طراحی برنامه درسی و پیچیدگی شناختی تکالیف به عنوان معیاری اساسی در توالی کارها، توجه محققان زبان را به خود جلب کرده است. در عین حال، به دلیل تمرکز محققان بر نظریه اجتماعی-فرهنگی پیشنهاد شده توسط ویگوتسکی (1978)، اجرای کار مشارکتی تشویق شده است. پژوهش حاضر با هدف بررسی تأثیر پیچیدگی شناختی تکلیف بر عملکرد نوشتاری فردی و مشارکتی زبان آموزان ایرانی زبان انگلیسی از نظر پیچیدگی، دقت و روانی انجام شد. برای تحقق چنین هدفی، از بین دانشجویان مقطع کارشناسی دانشگاه آزاد اسلامی واحد اراک که دو دوره گرامر عمومی انگلیسی را در دو ترم متوالی گذرانده بودند، 70 زبان آموز ایرانی مرد و زن سطح متوسط از طریق آزمون تعیین سطح آکسفورد به عنوان شرکت کننده انتخاب شدند. از آنها خواسته شد تا برخی از تکالیف نوشتاری را هم به صورت فردی و هم به صورت مشترک انجام دهند، در حالی که پیچیدگی شناختی تکالیف (یعنی نیازهای استدلال و برنامه ریزی) توسط محقق دستکاری شده بود. تجزیه و تحلیل تولیدات نوشتاری آنها نشان داد هنگام نوشتن به صورت انفرادی، بدون برنامه ریزی در دسترس، زبان آموزان متون پیچیده تری را در کارهای پیچیده خود و متن های روان تری را در کارهای ساده خود تولید می کنند و هنگام نوشتن مشترک، با مقداری زمان برنامه ریزی در دسترس، آنها را می نویسند. همچنین، در تکالیف پیچیده خود متون روان تری تولید می کنند.

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