Writing Fluency Achievement through Computer Concept-Mapping Strategy Conjoining Partial Persian Word Translation
محورهای موضوعی : نشریه زبان و ترجمه
Jamshid Mashhadi
1
(PhD student in TEFL, Department of English Language Teaching, Malayer Branch, Islamic Azad University, Malayer, Iran)
حسین احمدی
2
(دانشگاه آزاد اسلامی واحد ملایر)
Payman Rajabi
3
(Assistant Professor in TEFL, Department of English Language Teaching, Malayer Branch, Islamic Azad University, Malayer, Iran)
کلید واژه: concept mapping, Writing, Fluency, equivalent, Conventional,
چکیده مقاله :
From educational spectrum, challenges in finding conducive ways for English writing have remained weighty. Thus, this report focuses on using computer concept mapping with partial word Persian equivalent in the graphs on facilitating writing fluency as a contributing factor. It was thought teach- ing writing suchlike leads to remembering more data and writing more fluently. To the researchers, EFL learners generally lack sufficient motivation in writing as they perceive as a complicated or bor- ing subject and come across difficulties during learning it. This strategy was adopted compared to tra- ditional teaching method. A prior and after treatment evaluation and normal group design was used. The study participants were 50 intermediate EFL students equally halved into experiential and control members. The experimental treatment group practiced writing using computer concept-maps but their counterparts were taught ordinarily. Statistical analyses by using SPSS statistical software were run. One-way ANOVA test and independent-samples t-test were adopted in data analysis. The overall findings arisen manifested that teaching writing with the use of computer concept maps was signifi- cantly much influential than conventional teaching approach.
در زمینه آموزشی، چالشها در یافتن راهی موثر بر بهبود نوشتار زبان انگلیسی هنوز سنگینی میکنند. از اینرو، پژوهش حاضر به بررسی تأثیر استراژی نقشه مفهومی برمبنای کامپیوتر به همراه ترجمه نسبی بعضی کلمات فارسی بر سلاست و روانی نوشتار زبان آموزان سطح متوسطه ایرانی زبان انگلیسی بعنوان روشی مساعد پرداخته است. تصور بر این بود که تدریس نوشتار به این شکل منجر به یادآواری اطلاعات بیشتر و سلاست بیشتر در نوشتار خواهد شد. از نظر محققین این پژوهش، یادگیرندگان زبان (انگلیسی)، عموما فاقد انگیزه لازم برای یادگیری نوشتار بوده چرا که آنرا موضوعی پیچیده به هنگام یادگیری قلمداد میکنند و با مشکل مواجهه میشوند. این روش در مقایسه با روش سنتی انتخاب گردید..پیش و پس آزمون و طراحی گروه نرمال در تحقیق انجام شد. برای نیل هدف تحقیق، 50 زبان آموز سطح متوسط در یک موسسه زبان انگلیسی بصورت دو گروه مساوی شاهد و گواه در پژوهش شرکت کردند. گروه آزمایشی آموزش از طریق استراژی ‘’نقشه مفهومی برمبنای کامپیوتر’’ به همراه ترجمه نسبی را برای آموزش سلاست نوشتار دریافت کرد و گروه کنترل به روش عادی آموزش دیدند. تحلیل های آماری با استفاده از نرم افزار آماری SPSS انجام شد. داده ها با استفاده از ANOVA یک طرفه و مستقل t-test تحلیل شدند که شامل آزمون نمونه های جفت و نمونه های مستقل t-test برای مشخص کردن معیار روایی آزمون های نوشتاری انجام شد.در مجموع، نتایج این پژوهش نشان داد که روش استراژی نقشه مفهومی برمبنای کامپیوتر برای آموزش نوشتار توانست به شکل معناداری به نتایج بهتری در مهارت نوشتاری منجر شود و افراد گروه آزمایشی به شکل معناداری در آزمون پایانی عملکرد بهتری داشتند.
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