کاربرد تست های قضاوت گرامری در اندازه گیری دانش آشکار در مقابل دانش ضمنی در کلاس درس زبان انگلیسی
Subject Areas : All areas of language and translation
Halimeh Aydin
1
(Kish International Branch, Islamic Azad University, Kish Island, Iran)
Hossein Rahmanpanah
2
(South Tehran Branch, Islamic Azad University, Tehran, Iran)
Ahmad Mohseni
3
(South Tehran Branch, Islamic Azad University, Tehran, Iran)
Keywords: دستورالعمل صریح, تست قضاوت گرامری, دستور ضمنی, تست قضاوت غیر دستوری,
Abstract :
تمایز بین دانش دستوری ضمنی و صریح و نقش‌ها و مشارکت‌های متمایز آنها در فراگیری زبان دوم موضوع بحث اخیر در میان محققان اکتساب زبان دوم بوده است (الیس، 2004). با این حال، آموزش صریح به ندرت در مقایسه با آموزش ضمنی از نظر توسعه توانایی گرامری و همچنین دسترسی متفاوت دانش گرامری صریح و ضمنی زبان آموزان زبان انگلیسی به مهارت زبان آنها آزمایش شده است. برای پر کردن این شکاف، در حالی که اولین سوال این مطالعه با هدف ارزیابی آموزش گرامر صریح و ضمنی در میان متبحران زبان انگلیسی بود، تحقیقات بیشتر برای روشن کردن رابطه بین دانش گرامر صریح / ضمنی زبان آموزان زبان انگلیسی و مهارت عمومی زبان آنها انجام شد. برای این منظور، 40 دانش‌آموز زبان انگلیسی در مرحله اول مطالعه شرکت کردند. در حالی که شرکت کنندگان در گروه آزمایشی اول برنامه مداخله ای صریح را دریافت کردند (الیس و ورثینگتون، 1994)، گروه آزمایشی دوم از آموزش ورودی پیشرفته بهره بردند (شاروود اسمیت، 1981). نتایج حاکی از برتری آموزش صریح در توسعه دانش گرامر صریح در بین شرکت کنندگان EFL بود. به منظور انجام مرحله دوم مطالعه، از یک جامعه نمونه شامل 140 زبان آموز انگلیسی خواسته شد تا آزمون قضاوت گرامری زمان دار و بدون زمان و آزمون مهارت زبان تافل را تکمیل کنند. مجموعه ای از ضرایب همبستگی اجرا شد و نتایج نشان داد که بین دانش ضمنی شرکت کنندگان EFL و مهارت زبان آنها همبستگی معنی داری وجود ندارد، در حالی که یافته ها رابطه آماری معنی داری را بین دانش دستور زبان صریح زبان آموزان EFL و زیر مؤلفه های عمومی آنها تأیید کرد. مهارت زبانی. این یافته‌ها پیامدهای آموزشی برای معلمان زبان انگلیسی، شاغلین و همچنین توسعه‌دهندگان مواد دارد.
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