تدریس صریح و تدریس ضمنی استراتژی درخواست کردن: مقایسه تاثیر این دو روش بر نگارش ایمیل فراگیران زبان انگلیسی سطح فوق متوسط

Subject Areas : آموزش زبان انگلیسی

افروز  سینکی راد ¹ (English Department, West Tehran Branch, Islamic Azad University, Tehran, Iran)
ثروت  شیرخانی ² (گروه زبان انگلیسی، واحد خرم آباد، دانشگاه آزاد اسلامی، خرم آباد، ایران)

Received: 2021-04-18 Accepted : 2021-04-18 Published : 2020-11-01

Keywords: تدریس صریح, تدریس ضمنی, استراتژی درخواست کردن, آموزش منظورشناسی, نگارش ایمیل,

Abstract :

این تحقیق به مقایسه تاثیر تدریس صریح و تدریس ضمنی استراتژی درخواست کردن بر نگارش ایمیل فراگیران دختر سطح فوق متوسط زبان انگلیسی پرداخته است. شصت و دو نفر فراگیر زبان انگلیسی از شعبه دخترانه زبانکده ملی ایران در این کار تحقیقی مشارکت کردند و آنها در چهار کلاس مجزا بصورت تصادفی در دو گروه تدریس صریح و تدریس ضمنی قرار گرفتند. با طراحی دو نوع مختلف آزمون، اطلاعات مورد نظر را قبل و پس از تدریس جمع آوری گردید. در مرحله اول یک هفته قبل از شروع ترم در دو جلسه مجزا ابتدا تست بررسی ایمیل و سپس آزمون نگارش ایمیل برگزار شد. بعد زبان آموزان دو گروه در ده جلسه 30 دقیقه ای تحت آموزش قرار گرفتند. در گروه تدریس صریح به طور صریح استراتژی درخواست کردن ازافراد در جایگاهها ی اجتماعی متفاوت به زبان آموزان آموزش داده شد و توضیحات درسی بصورت کتبی (بروشور) به آنها داده شد. زبان آموزان در گروه تدریس ضمنی هم بدون توضیحاتی صریح در مورد استراتژی درخواست کردن تحت تعلیم قرار گرفتند. بررسی داده ها نشان داد که هر دو روش تدریس تاثیرقابل توجهی بر بکارگیری صحیح استراتژی درخواست کردن در نگارش ایمیل داشتند اگرچه فراگیران در گروه تدریس صریح به طور معناداری بیشتر از گروه ضمنی پیشرفت کردند.

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