Comparing Contemplative and Transformative Instruction in EFL Learners' Oral Performance: A Mixed-Methods Study
محورهای موضوعی : نشریه زبان و ترجمه
Sahar Ahmadpour
1
,
Hassan Asadollahfam
2
,
Davud Kuhi
3
1 - English Department, Bonab Branch, Islamic Azad University, Bonab, Iran
2 - English Department, Bonab Branch, Islamic Azad University, Bonab, Iran
3 - English Department, Maragheh Branch, Islamic Azad University, Maragheh, Iran
کلید واژه: Attitude, speaking, Contemplative instruction, Transformative ,
چکیده مقاله :
This study sought to examine the efficacy of contemplative and transformative instruction methods for teaching second language speaking skills. In distinct ways, these techniques depart from customary teaching approaches by placing learners at the focus of education. For this study, 41 EFL students were subjected to each pedagogical technique, and their speaking progress was examined before and after the relevant activities with the Preliminary English Test (PET). In addition, the participants were interviewed so that they could have more knowledge of the efficacy of both techniques. The contemplative group performed practices such as journaling, attitude communication, and vision setting while the transformative group completed activities such as directing real-life role-plays, miscellaneous situations, and drama, to name a few. Both statistical and interview studies revealed that the transformative approach was more effective than the traditional technique in improving learners' post-test speaking scores. The contemplative method, on the other hand, could not be proven to be statistically effective. These results will provide important suggestions for all educators in terms of oral language development and will be examined in greater detail below.
ابن مطالعه به دنبال بررسی اثر بخشی رویکردهای تعمقی و تحول آفرین در آموزش مهارت صحبت کردن زبان دوم انجام شده است. این دو رویکرد با قرار دادن فراگیران در کانون یادگیری از روشهای سنتی آموزشی فاصله می گیرند. به این منظور ، ۴۱ زبان آموز زبان انگلیسی به عنوان زبان خارجی (EFL) تحت هر رویکرد آموزشی قرار گرفتند ، و پیشرفت گفتاری آنها قبل و بعد از آموزش ها با استفاده آزمون مقدماتی انگلیسی (PET) اندازه گیری شد. علاوه بر این ، به منظور کسب اطلاعات بیشتر در مورد اثر بخشی این رویکردها با تعدادی از شرکت کنندگان مصاحبه شد. در طول دوره، فراگیران در گروه تعمقی با شیوه های تمرینی همچون یادداشت برداری، ارتباط نگرش و تنظیم بینش آموزش دیدند در حالی که گروه تحول آفرین با شیوه هایی مانند کارگردانی نقش های واقعی زندگی، سناریوهای مختلف و نمایش آموزش دیدند. نتایج تجزیه و تحلیل آماری و مصاحبه ها نشان دهنده عملکرد بهتر رویکرد تحول آمیز در بهبود صحبت کردن و نمرات پس آزمون دانش آموزان است. بنابراین پیشنهاد می شود که می تواند به عنوان یک رویکرد نوآورانه برای تفکر در مورد چگونگی افزایش مهارت مهارت گفتاری زبان آموزان مورد استفاده قرار گیرد. این نتایج پیشنهادات مهمی را برای معلمان و مربیان معلمان در مورد توسعه زبان شفاهی ارائه خواهد کرد که در ادامه با جزِییات بیشتری مورد بررسی قرار خواهد گرفت.
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