رابطه بین هوش زبانی - کلامی یادگیرندگان زبان انگلیسی و عملکرد دستور زبان آنها

Subject Areas : All areas of language and translation

Nasrin Garavand ¹ , Akbar Azizifar ² , Habib Gowhary ³ , Shahram Welidi ⁴

1 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran
2 - University of Medical Sciences, School of Medicine, Ilam, Iran
3 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran
4 - Department of English Language, Ilam Branch, Islamic Azad University, Ilam, Iran

Received: 2020-12-01 Accepted : 2022-03-23 Published : 2023-04-01

Keywords: دستور زبان, هوش زبانی, یادگیرندگان زبان انگلیسی, عملکرد یادگیرندگان,

Abstract :

این پژوهش به بررسی رابطه ممکن بین هوش زبانی –کلامی دانشجویان کارشناسی زبان انگلیسی به عنوان یک زبان دوم و عملکرد دستور زبان آنها پرداخت. برای انجام این پژوهش، 139 دانشجوی کارشناسی مذکر و مونث زبان انگلیسی همگن بین سنین 22 تا 32 دانشگاه کوهدشت، شامل 46 نفر پسر و 93 نفر دختر بودند که در این پژوهش شرکت داشتند. رشته تحصیلی این دانشجویان زبان انگلیسی بود. در این پژوهش، از پرسشنامه میداس که در سال 1996 توسط شیرر طراحی شد، برای سنجش هوش زبانی- کلامی و آزمون دستور زبان تافل برای جمع آوری نمرات دستور زبان استفاده گردید. آمار توصیفی و ضریب همبستگی، رابطه بین هوش زبانی-کلامی با عملکرد دستور زبان را نشان دادند. در این رابطه، رگرسیون خطی، نشان داد که هوش کلامی – زبانی، دارای بیشترین رابطه با عملکرد دستور زبان دانشجویان بود. آزمون t نمونه مستقل، همچنین نشان داد که دانشجویان پسر و دختر بر اساس هوش زبانی-کلامی در عملکرد دستور زبان، تفاوت معنی داری نداشتند. نتایج به دست آمده به معلمان حرفه ای زبان انگلیسی پیشنهاد می کند تا نقش تفاوت های فردی از جمله هوش زبانی-کلامی در مراحل مختلف آموزش و یادگیری دستور زبان در کلاس را مورد بررسی قرار دهند. و همچنین، برای کمک به یادگیرندگان زبان فعالیت های موثر جهت ارتقای عملکرد بهتر آنها به کار گیرند.

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