تاثیرفرایندهای بازنگری-شفاهی چند مرحله ای بر پیشرفت نوشتار استدلالی زبان آموزان ایرانی

Subject Areas : آموزش زبان انگلیسی

فرخ لقاء  حیدری ¹ (University of Sistan and Baluchestan)

Received: 2016-02-09 Accepted : 2016-02-09 Published : 2010-05-01

Keywords: حمایت, بازنگری-شفاهی چند مرحله ای, مذاکره, نوشتار استدلالی,

Abstract :

هدف این مطالعه بررسی نقش دو فرایند بازنگری-شفاهی چند مرحله ای به عنوان ابزار ارائه بازخورد بر پیشرفت نوشتار استدلالی زبان آموزان ایرانی بود. 45 دانشجوی زبان انگلیسی بطور تصادفی به سه گروه تقسیم شدند. به افراد سه گروه سه تکلیف نوشتار استدلالی داده شد که هریک نیازمند سه پیش نویس مجزا بود. افراد گروه کنترل انشاءهایشان را در پاسخ به بازخورد کتبی معلم اصلاح نمودند، درحالیکه افراد دو گروه آزمایش گفتگوهای بازنگری-شفاهی با معلم یا همتای خود را تجربه کردند. دو دسته داده ی کمی و کیفی گردآوری شد: انشاءهای استدلالی نوشته شده در ابتدا و انتهای دوره و مصاحبه. نتایج بخش کمی مطالعه حاکی از عملکرد بهتر معنادار دو گروه آزمایش بود. بعلاوه، طبق نتایج مصاحبه، تفاوتهایی در رابطه با تاثیر بازخورد دریافت شده بین دو گروه آزمایش مشاهده گردید. افراد گروه همتا-محور توجه بیشتر به ساختارهای بلاغی و توانایی اصلاح خطاهای سطحی را گزارش کردند. در حالیکه، گروه بازنگری معلم-محور مسائل نوشتاری کلی تر از جمله محتوی، ساماندهی ایده ها، و گفتمان را بیان نمودند. نتایج بدست آمده خاطر نشان می سازد که شکل دهی مشترک نقشهای مشارکتی و تلفیق خاص مذاکره و حمایت به معلم اجازه میدهد تا فضای مذاکره ی حمایتی و پشتیبانی متناسب با دانش فراگیران را در گروه معلم-محور ارائه دهد تا مشارکت بیشتر فراگیر را باعث شود.

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