دستیابی به مهارت سلاست و روانی نوشتاری یادگیرندگان ربان انگلیسی از روش استراتژی نقشه مفهومی بر مبنای کامپیوتر به همراه ترجمه نسبی فارسی کلمات

Subject Areas : All areas of language and translation

Jamshid  Mashhadi ¹ (PhD student in TEFL, Department of English Language Teaching, Malayer Branch, Islamic Azad University, Malayer, Iran)
حسین  احمدی ² (دانشگاه آزاد اسلامی واحد ملایر)
Payman  Rajabi ³ (Assistant Professor in TEFL, Department of English Language Teaching, Malayer Branch, Islamic Azad University, Malayer, Iran)

Received: 2021-01-29 Accepted : 2021-01-29 Published : 2021-01-01

Keywords: آموزش, نوشتار, نقشه مفهومی, روش سنتی, سلالت نوشتاری,

Abstract :

در زمینه آموزشی، چالشها در یافتن راهی موثر بر  بهبود نوشتار زبان انگلیسی هنوز سنگینی میکنند. از اینرو، پژوهش حاضر به بررسی تأثیر استراژی نقشه مفهومی برمبنای کامپیوتر به همراه ترجمه نسبی بعضی کلمات فارسی بر سلاست و روانی نوشتار زبان آموزان سطح متوسطه ایرانی زبان انگلیسی  بعنوان روشی  مساعد پرداخته است. تصور بر این بود که تدریس نوشتار به این شکل منجر به یادآواری اطلاعات بیشتر و سلاست بیشتر در نوشتار خواهد شد. از نظر محققین این پژوهش، یادگیرندگان زبان (انگلیسی)، عموما فاقد انگیزه لازم برای یادگیری نوشتار بوده چرا که آنرا موضوعی پیچیده به هنگام یادگیری قلمداد میکنند و با مشکل مواجهه میشوند. این روش در مقایسه با روش سنتی انتخاب گردید..پیش و پس آزمون و طراحی گروه نرمال در تحقیق انجام شد. برای نیل هدف تحقیق، 50 زبان آموز سطح متوسط در  یک موسسه زبان انگلیسی بصورت دو گروه مساوی شاهد و گواه در پژوهش شرکت کردند. گروه آزمایشی آموزش از طریق استراژی ‘’نقشه مفهومی برمبنای کامپیوتر’’ به همراه ترجمه نسبی را برای آموزش سلاست نوشتار دریافت کرد و گروه کنترل به روش عادی آموزش دیدند. تحلیل های آماری با استفاده از نرم افزار آماری SPSS  انجام شد. داده ها با استفاده از ANOVA  یک طرفه و مستقل t-test تحلیل شدند که شامل آزمون نمونه های جفت و نمونه های مستقل t-test برای مشخص کردن معیار روایی آزمون های نوشتاری انجام شد.در مجموع، نتایج این پژوهش نشان داد که روش استراژی نقشه مفهومی برمبنای کامپیوتر برای آموزش نوشتار توانست به شکل معناداری به نتایج بهتری در مهارت نوشتاری منجر شود و افراد گروه آزمایشی به شکل معناداری در آزمون پایانی عملکرد بهتری داشتند.

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