Fostering Speaking via Integrated Questioning: Does it Count for Transcontextual Transferability?
محورهای موضوعی : language teaching
محمد رضا ملاحسینی
1
(
گروه زبان انگلیسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، مازندران،ایران
)
داود مشهدی حیدر
2
(
Department of English,
Tonekabon
Branch
,
Islamic Azad University,
Tonekabon, Iran
)
کلید واژه: Accuracy, Complexity, speaking, integrated questioning, transferability,
چکیده مقاله :
Given the significance and problematic nature of speaking in EFL instruction as well as lack of orthodoxy of views on acceptance or rejection of language learning transferability, this study proposed an inventive model to teaching thinking via questioning as a way to trigger speaking. It compromises six components, and organizes a rich interactive teaching/learning environment to gauge its usefulness in the development of EFL learners' oral skill as well as its inter-domain transferability effects. To this end, we compared the performance of 60 participants on pre-post-treatment oral narrative tasks over thirteen treatment sessions with a time allocation of 45 minutes for each session: One group with isolated questioning instruction and the other with integrated one. The results of independent samples t-test indicated that instructional treatment assisted the experimental group participants to outperform the control group learners solely in terms of measures of lexical and grammatical complexity. It is also suggested that the merits of questioning intervention transfer to learners' performance on a delayed task in a new social domain. As proposed, implementing the integrated approach of HOQs assisted EFL learners to successfully accomplish demanding oral tasks initially in academic setting and in later delayed novel transcontextual settings.
با توجه به اهمیت و ماهیت دشوار مهارت گفتاری زبان انگلیسی به عنوان زبان بیگانه و نیز به دلیل فقدان وجود اتفاق نظر در خصوص پذیرش و یا رد مفهوم قابلیت انتقال پذیری یادگیری پژوهش حاضربه ارایه مدلی ابداعی جهت تدریس مهارت های شناختی بر مبنای پرسشگری تلفیقی به منظور ارتقای مهارت گفتاری پرداخته است. این مدل متشکل از شش مرحله بوده و یک محیط اموزشی فعل و انفعالی غنی را خلق می کند تا به ارزیابی کارامدی ان در ارتقای مهارت کلامی زبان اموزان بیگانه زبان انگلیسی و نیز اثرات انتقالی بین حوزه ای ان بپردازد.بدین منظور عملکرد شصت شرکت کننده در این پژوهش در جریان اجرای درسکار روایی شفاهی قبل و پس از دوره مداخله سیزده جلسه ای مورد مقایسه و بررسی قرار گرفت.تدریس گروه تجربی با بهره گیری از مدل ابداعی تلفیقی بوده در حالی که گروه کنترل از روش تدریس مجزای سنتی برخوردار بودند.نتایج حاصله از ازمون تی مستقل حاکی از انست که مداخله اعمال شده در گروه تجربی تاثیر مثبت داشته است چراکه انها در مقایسه با گروه کنترل در زمینه پیچیدگی دستوری و لغوی مهارت گفتاری عملکرد بهتری از خود نشان دادند اگرچه این نکته در زمینه صحت توصیف گفتاری صدق نمیکند.همچنین یافته های این پژوهش بیانگر انست که اثرات مثبت مداخله ابداعی پرسشگری به عملکرد شرکت کنندگان در اجرای یک درسکار متاخر در حوزه ای ورای محیط اموزشی زبان اموزی منتقل شده است هر چند این انتقال پذیری یادگیری در مورد همه معیارهای سنجش مهارت کلامی شرکت کنندگان مشهود نیست.
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