آموزش ساختار اطلاعات جملات غیر متعارف از طریق رویکرد قیاسی در مقابل استقرایی و تأثیرات احتمالی آن بر محصولات نوشتاری زبان آموزان ایرانی
Subject Areas : All areas of language and translation
Hamidreza Sheikhi
1
(
دانشجوی دکتری، گروه زبان انگلیسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
)
Bahram Hadian
2
(
Department of English, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran.
)
Mehdi Vaez-Dalili
3
(
English Language Teaching Department, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran
)
Keywords: مهارت نوشتاری, رویکرد قیاسی, ساختار اطلاعات (IS), رویکرد استقرایی, یادگیری L2, زبان آموزان EFL/ESL,
Abstract :
این پژوهش به بررسی تأثیر آموزش قیاسی در مقابل استقرایی ساختار اطلاعات (IS) جملات غیر متعارف بر تولیدات نوشتاری زبان آموزان ایرانی زبان انگلیسی می پردازد. بدین منظور 69 شرکت کننده در رشته ادبیات انگلیسی و مترجمی انگلیسی ترم چهارم دانشگاه اراک در قالب دو گروه دست نخورده به نام های قیاسی (تجربی) و استقرایی (کنترل) متشکل از 36 و 33 شرکت کننده در این پژوهش شرکت کردند. سفارش. تحت تأثیر دوازده جلسه درمانی دستورالعمل های قیاسی در مقابل استقرایی اصول IS، شش هفته، تجزیه و تحلیل آماری نتایج مربوط به مرحله پیش آزمون- پس آزمون، بهبود قابل توجهی را در نمرات نوشتاری شرکت کنندگان در هر دو گروه نشان داد. در مورد نتایج پس آزمون، تفاوت آماری معنی داری در نمرات نوشتاری گروه های قیاسی و استقرایی مشاهده نشد. با توجه به نتایج پس‌آزمون تاخیری، تحلیل‌های آماری کاهش معنی‌داری را در نمرات نوشتاری گروه قیاسی نشان داد، در حالی که کاهش نمره نوشتاری در گروه استقرایی معنی‌دار نبود. بنابراین، یافته‌ها حاکی از حفظ معنادار بهبود مهارت نوشتاری در ارتباط با گروه استقرایی بود. توضیحات احتمالی برای بهبود نوشتار و پیامدهای یافته ها برای آموزش زبان مورد بحث قرار گرفته است.
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