نقش آموزش فرم گرای پیشگیرانه برنامه ریزی شده و واکنشی در تقویت دقت دستوری فراگیران زبان دوم

Subject Areas : All areas of language and translation

Karim  Shabani ¹ (Assistant Professor of Applied Linguistics, Allameh Mohaddes Nouri University, Nour, Iran)
Somayeh  Hosseinzadeh ² (MA in TEFL, Allameh Mohaddes Nouri University, Nour, Iran)

Received: 2021-08-13 Accepted : 2021-08-13 Published : 2021-10-01

Keywords: توجه به عناصر زبانی تعاملی, توجه به عناصر زبانی پیشگیرانه برنامه ریزی شده, توجه به عناصر زبانی واکنشی, دقت دستوری, بازخورد تصحیحی,

Abstract :

آموزش فرم گرا که براساس اصول فرضیه آگاهی است، به عنوان یک میانجی بین رویکردهای محتوا محور و رویکرد های ساختار گرا در آموزش دستور زبان دوم شکل گرفت. مطالعه حاضر به منظور بررسی تأثیر متفاوت دو نوع آموزش فرم گرا، یعنی آموزش فرم گرایپیشگیرانه برنامه ریزی شده و آموزش فرم گرایواکنشی، بر دقت دستوری زبان آموزان مبتدی ایرانی در تولید نوشتاری انجام شد. در این مطالعه شبه تجربی، از بین 100 نفر زبان آموز، 40 زبان آموز مبتدی - شامل هر دو جنسیت دختر و پسر- بر اساس نتایج آزمون تعیین سطح انتخاب شده و سپس به دو گروه آزمایشی تقسیم شدند. یک گروه، با هدف توانمندکردن زبان آموزان در بازداری از هرگونه خطا، بازخورد پیشگیرانه برنامه ریزی شده را در زمینه نکات دستوری لازم و مرتبط دریافت کردند در حالی که گروه دیگر آموزش فرم گرایواکنشی دریافت کردند که از طریق ارائه بازخورد تصحیحی مستقیم به خطاهای زبانی زبان آموزان و پس از رخداد خطا انجام می شد. نتایج تحلیل داده ها نشان داد که اگرچه در هر دو گروه تغییرات قابل توجهی در زمینه دقت دستوری زبان دوم دیده شد، اما گروهی که بازخورد پیشگیرانه برنامه ریزی شده دریافت کرده بود بر گروه دیگر با بازخورد تصحیحی برتری یافت و عملکرد بسیار بهتری از خود به نمایش گذاشت. این نتایج حاکی از آن است که (الف) پیش آگاهی قبل از انجام فعالیت می تواند به آگاهی بیشتر و عملکرد بهتر بیانجامد و (ب) سوق دادن ذهن زبان آموزان به سمت نکات دستوری هنگام فعالیت های محتوا محور باعث ایجاد مشکل تصمیم گیری بین توجه به نکات دستوری از یک طرف و محتوا از طرفی دیگر می شود. 

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