Comparing the Efficiency of Task-based Interactive Language Teaching and Task-based Language Teaching on Language Learners’ Fear of Negative Evaluation in University Heterogeneous Classes
محورهای موضوعی : English Language Teaching (ELT)نبی ا... اکبرنتاج شوب 1 , قدرت ا... عباسی 2 , بهرام میرزاییان 3
1 - Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran
2 - Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran
3 - Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran
کلید واژه: Fear of Negative Evaluation, TBLT, TBILT, Heterogeneous class,
چکیده مقاله :
Psychological barriers have always had negative effects on English learning. This research was done to compare the efficiency of TBILT and TBLT on learners’ fear of negative evaluation. The statistical population included all 4200 Babol Azad University students of whom 320 were volunteers to participate in English language classes via public invitation. Then, 90 students were selected using available sampling model and were placed randomly in three groups (two experimental and one control). Before starting teaching, Leary’s fear of negative evaluation questionnaire with Cronbach’s alpha of .769 was administered, and then using three methods namely TBILT in the first experimental class, TBLT in the second one, and Traditional method (GTM) in control group, the teacher taught in 20 sessions, 90 minutes each. After the post test, the two-way single variable co-variance and the Post Hoc Tukey Test revealed that both experimental groups did much better than the control group (p <.001). On the other hand, the TBILT group acted much stronger than the TBLT one (p <.001).
اهمیت یادگیری زبان انگلیسی در عصر علم، تکنولوژی، و ارتباطات کاملا آشکار است، لیکن یادگیری آن در جمع برای برخی فراگیران همراه با موانع روان شناختی است. این پژوهش به هدف بررسی مقایسه کارآمدی روش های تدریس تعاملی-مشارکتی و غیرتعاملی کار-محور بر کاهش ترس از ارزیابی منفی فراگیران صورت گرفت. جامعه آماری تحقیق ۴۲۰۰ دانشجوی بدون کنکور دانشگاه آزاد واحد بابل بودند که ۳۲۰ نفر از آنها طی فراخوان عمومی برای شرکت در کلاسهای زبان داوطلب شده که ۹۰ نفر از طریق نمونه گیریدر دسترس انتخاب و به صورت تصادفی در ۳ کلاس ۳۰ نفره (دو کلاس آزمایشی و یک کلاس کنترل) وارد شدند. قبل از شروع تدریس، پرسشنامه ترس از ارزیابی منفی لری (۱۹۸۳) با پایایی آلفای کرانباخ ۷۶۹/۰ آزمون شد و سپس آموزش در گروه آزمایشی اول با استفاده از روش تدریس تعاملی-مشارکتی کار-محور، در گروه آزمایشی دوم با روش تدریس غیرتعاملی کار-محور و در گروه کنترل با استفاده از روش تدریس معمول و سنتی در ۲۰ جلسه ۹۰ دقیقه ای صورت گرفت. پس از انجام پس آزمون ، تحلیل کوواریانس تک متغیره دو راهه (درون گروهی و بین گروهی) و آزمون تعقیبی توکی نشان داد که هر دو روش کار-محور با سطح معنا داری ۰۰۱/۰> Pاز روش سنتی در گروه کنترل بهتر عمل کردند و در مقایسه دو گروه آزمایشی نیز، گروه برخوردار از روش تعاملی-مشارکتی با سطح معناداری ۰۰۱/۰> Pاز گروه آزمایشی دوم بهره مند از روش تدریس غیر تعاملی کار-محور قوی تر عمل کرده است.
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