مقایسه تاثیر سه نوع بازخورد بر صحت دستوری و ساختارمندی نوشتار دانشجویان کارشناسی ارشد آموزش انگلیسی
Subject Areas : آموزش زبان انگلیسی
1 - Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Keywords: نوشتار, صحت دستوری, بازخورد تعاملی, بازخورد فرازبانی بازخورد همتایان, ساختارمندی,
Abstract :
یکی از مهارتهایی که لازم است دانشجویان آموزش زبان انگلیسی در طول تحصیلات دانشگاهی خود بیاموزند توانایی نگارش متون صحیح و ساختارمند انگلیسی است. تحقیق حاضر به بررسی مقایسه ایی تاثیر سه نوع بازخورد فراشناختی، بازخورد تعاملی معلم، و بازخورد همتایان بر صحت دستوری و ساختارمندی نوشتار دانشجویان کارشناسی ارشد آموزش زبان انگلیسی می پردازد. آزمودنیهای تحقیق شامل 57 دانشجوی کارشناسی ارشد در سه کلاس نگارش پیشرفته بودند که از بین 70 دانشجو انتخاب شدند و به صورت تصادفی و با توجه به نوع بازخورد دریافتی به گروههای بازخورد فرازبانی، بازخورد تعاملی معلم، و بازخورد همتایان تعیین شدند. در طول دوره آموزشی 8 جلسه ایی روش تدریس فرآیند-محور و ژانر-محور برای تدریس مطالب آموزشی یکسان در گروهها مورد استفاده قرار گرفت که در گروه بازخورد فرازبانی بر ویژگیهای صورتهای زبانی و تمرینات دستوری مربوطه تاکید داشت، در گروه بازخورد تعاملی معلم تاکید بر مذاکره تعاملی صورت و معنا بود و در گروه بازخورد همتایان، همکلاسان به ارزیابی نوشتار همتایان می پرداختند. تحلیل آماری داده های حاصل از پس آزمون نگارش نشانگر تفاوت معنی دار در صحت دستوری گروه بازخورد فرازبانی بود. تفاوت معناداری در ساختارمندی نوشتاری گروهها مشاهده نگردید. نتایج موکد تاثیر بازخورد فرازبانی در ارتقاء صحت دستوری نوشتاری است که کاربردهای آموزشی بسیاری دارد.
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