نقش زمان بندی مستقیم فرازبانی و بازخورد غیرمستقیم در افزای ش تمای ل به برقراری ارتباط (WTC (زبان آموزان ای رانی زبان انگلیسی

Subject Areas :

Elham  Dehdari ¹ (Department of English language, Islamic Azad University, Sarab branch, Sarab, Iran)
Nasser  Ghafoori ² (Department of English Language, Tabriz Branch, Islamic Azad University,Tabriz,Iran)
Saeideh  Ahanghari ³ (Department of English Language, Tabriz Branch, Islamic Azad University Tabriz, Iran)

Received: 2023-08-27 Accepted : 2023-09-18 Published : 2023-10-01

Keywords: WTC, زمان بندی بازخورد, بازخورد فرازبان شناس, بازخورد غیرمستق یم,

Abstract :

در این مطالعه سعی شده است اثرات احتمالی بازخورد فوری و تأخیری فرازبانی و غیرمستق یم بر سطح WTC زبان آموزان ایران ی در انجام تکال یف بررسی و مقای سه شود. این پژوهش یک کار نیمه تجربی با 120 شرکت کننده )63 مرد و 57 زن( بود که به چهار گروه 30 دانش آموز به عنوان گروه بازخورد مستقی م فوری، 30 دانش آموز به عنوان بازخورد مستق یم با تاخیر، 30 دانش آموز به عنوان گروه غ یرمستق یم تقس یم شدند. بازخورد فور ی، و 30 دانش آموز به عنوان بازخورد غ یرمستقی م با تاخ یر. ابزارهای مختلفی برای جمع آوری داده های مورد نی از استفاده شد، از جمله آزمون قرارگیری آکسفورد(OPT (، مق یاس WTC( مک کراسکی ، 1992(، و مجموعهای از وظای ف مبادله دو طرفه. پس از همگن سازی شرکت کنندگان، بر اساس آزمون OPT ، شرکت کنندگان مقیاس  WTCرا به عنوان پیش آزمون گرفتند. به عنوان درمان، شرکت کنندگان گروه بازخورد فوری غیرمستقیم به محض اینکه مرتکب خطا شدند، خطاها را به شکل صحیح دوباره فرموله کردند. در گروه بازخورد تأخ یر غیرمستق یم، معلم خطاها و نام دانش آموز را یادداشت می کند تا برای آن دانش آموز خاص بازخورد ارائه کند. در گروه بازخورد فور ی فرازبانی مستقی م، هم توضیحات و هم نمونه هایی از اشکال صح یح اشتباهاتی که مرتکب شدند به شرکت کنندگان ارائه شد. در گروه تاخیری فرازبانی، معلم یادداشت هایی در مورد انواع خطاها و نام دانش آموزان نوشت تا توضیحات و مثال های صحیح را برای دانش آموزان خاص ارائه دهد. مقی اس WTC مجدداً در پس آزمون اجرا شد و نمرات ثبت شد. برای تجزیه و تحل یل داده های پیش آزمون و پس آزمون از آنالیز واریانس دوطرفه استفاده شد. نتا یج تجزیه و تحل یل داده ها نشان داد که بین زمان بندی و نوع بازخورد در رابطه با تأث یر آن ها بر WTC زبان آموزان ایران ی زبان انگل ی سی متوسط، تعامل وجود دارد. 

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