بررسی تأثیرات بازخورد فرازبانشناختی معلم در مقابل بازخورد متقابل مبتنی بر همکاری بر عملکرد نوشتن دانش‌آموزان
Subject Areas : آموزش زبان انگلیسی
1 - گروه زبان انگلیسی دانشگاه فرهنگیان، اهواز، ایران
2 - گروه زبان انگلیسی، واحد ملارد، دانشگاه آزاد اسلامی، ملارد، ایران
Keywords: بازخورد اصلاحی, دقت, آموزش فرم محور, تنوع واژگانی, فرازبانی,
Abstract :
بازخورد اصلاحی به واکنش معلم یا دانش‌آموز به تولید زبان هدف زبان‌آموز اشاره دارد که حاوی یک خطای واقعی یا درک شده است. سه دهه گذشته شاهد حجم زیادی از تحقیقات در مورد تأثیر انواع بازخوردهای اصلاحی بر تولید نوشتاری دانشجویان بوده است. در همین راستا، مطالعه حاضر به دنبال بررسی اثربخشی ارائه بازخورد فرازبانی معلم در مقابل بازخورد مشارکتی همسالان بر عملکرد نوشتاری دانش‌آموزان است. در این راستا، پژوهش حاضر از طرح نیمه آزمایشی پیش آزمون- پس آزمون شامل سه گروه متوسط بالا (یعنی دو گروه آزمایشی و یک گروه کنترل) استفاده کرد. شرکت کنندگان در این مطالعه در مجموع 62 دانشجوی سال اول انگلیسی به عنوان زبان خارجی (EFL) از دو دانشگاه دولتی در تهران، ایران بودند. تکالیف نوشتاری مورد استفاده در مطالعه حاضر از تسک 2 رایتینگ آیلتس اقتباس شده است. نتایج تحلیل واریانس یک طرفه بین گروهی (ANOVA) نشان داد که دانش‌آموزان در نتیجه هر دو روش، زبان متنوع‌تری از نظر واژگانی و همچنین از نظر گرامری دقیق‌تر تولید کردند. علاوه بر این، مشاهده شد که بازخورد مشارکتی همتایان منجر به تنوع واژگانی به طور قابل‌توجهی نسبت به دو گروه دیگر شد. یافته‌های مطالعه حاضر نشان می‌دهد که معلمان زبان دوم می‌توانند ترکیبی از استراتژی‌های بازخورد اصلاحی را برای کمک به فراگیران برای بهبود عملکرد نوشتاری خود انتخاب کنند.
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