بکارگیری سناریو های ارزیابی هدفمند در کلاس اموزش مهارت شنیداری زبان دوم: رویکرد فراگیر محور
Subject Areas : All areas of language and translation
Elham
Ghorbanpour
1
(Department of English Language, Kish International Branch, Islamic Azad University, Kish Island, Iran)
Gholam-Reza
Abbasian
2
(Department of English Language, Kish International Branch, Islamic Azad University, Kish Island, Kish, Iran; Imam Ali University, Tehran, Iran)
Ahmad
Mohseni
3
(Department of English Language Teaching, Kish International Branch, Islamic Azad
University, Kish Island, Iran; South Tehran Branch, Islamic Azad University Tehran, Iran)
Keywords: درک شنیداری, ارزیابی حین یادگیری, ارزیابی برای یادگیری, ارزیابی صرف یادگیری, ارزیابی ترکیبی هدفمند,
Abstract :
هدف از انجام این مطالعه بررسی تاثیر سناریوهای ارزیابی هدفمند تحت عناوین "ارزیابی برای یادگیری"، "ارزیابی حین یادگیری" و سناریوی "ارزیابی ترکیبی هدفمند" بر تقویت و بهبود توانایی و درک شنیداری زبان آموزان ایرانی زبان انگلیسی بوده است. در این راستا، صد نفر زبان آموز در قالب سه گروه آزمایشی و یک گروه شاهد در این مطالعه شبه-تجربی شرکت کردند. سه گروه آزمایشی براساس شیوه های خاص ارزیابی برای یادگیری، ارزیابی حین یادگیری و ارزیابی ترکیبی هدفمند و گروه کنترل بواسطه "ارزیابی صرف یادگیری" آموزش دیدند. تجزیه و تجلیل پارامتریک به شکل تجزیه و تحلیل واریانس یک سویه موید مزیت و تاثیر معنادار"ارزیابی ترکیبی هدفمند" در مقایسه با ارزیابی برای یادگیری و ارزیابی حین یادگیری در بهبود توانایی و درک شنیداری از یک طرف و مهمتر از آن، موید امکان سنجی و تاثیر مثبت سناریوهای مورد آموزش و آزمایش بویژه ارزیابی ترکیبی هدفمند که از رهگذر آن آموزش و ارزیابی ترکیب می شوند، در ارزیابی فرایند آموزش و پیشرفت زبان آموزان در کلاس درس می باشد
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