Efficacy of Symmetrical and Asymmetrical Pushed Negotiations in Boosting Speaking
محورهای موضوعی : language teachingپرویز قاصدی 1 , حبیب الله مشهدی 2 , فریده اکاتی 3 , ناصر فلاح 4
1 - English Department, University of Zabol, Iran
2 - English Department, University of Zabol, Iran
3 - English Department, University of Zabol, Iran
4 - English Department, University of Zabol, Iran
کلید واژه: speaking, pushed negotiation, symmetrical, asymmetrical,
چکیده مقاله :
This study was set out to shed light on the efficacy of pushed output directed by scaffolding on 41 (24 female and 17 male) upper-intermediate EFL learners’ speaking fluency and accuracy. A public version of IELTS speaking test was held to measure learners’ entrance behavior. Then, they were randomly assigned into symmetrical, asymmetrical, and control group. The experimental and control groups covered 7 lessons of New Interchange 2 during 15 sessions, twice a week for about 45 minutes each session. Control group received placebo while symmetrical and asymmetrical groups worked on pushed output tasks. The data were audio recorded and transcribed for statistical analyses. The results indicated the efficacy of pushed output in boosting speaking. However, tests of between-subjects effects revealed that the mean score of the control group was not significantly different from that of experimental groups concerning speaking fluency. Furthermore, the results of Tukey's HSD post-hoc tests showed that asymmetrically pushed output activities were more effective in enhancing learners speaking accuracy. In sum, the results suggested that the implementation of pushed out put strategies in student centered contexts could be considered as an effective way in the development of learners’ oral output.
هدف از پزوهش حاضر بررسی کارایی تکیهگاه سازی متقارن و نامتقارن بر اساس فرضیهی برون دادی تحریک شده بر دقت و روانی گفتار زبان آموزان بود. بدین منظور بر اساس آزمون تعیین سطح آکسفورد 41 (17 مرد و 24 زن) زبان آموز سطح متوسط به بالا از میان 80 نفر انتخاب شدند. نسخه عمومی آزمون زبان آیلتس (نسخه 2) برای اندازهگیری میزان توانایی گفتاری زبان آموزان مورد استفاده قرار گرفت. سپس شرکت کنندگان به سه گروه کنترل، بروندادی تحریک شدهی متقارن، و بروندادی تحریک شدهی نامتقارن تقسیم شدند. گروههای مورد آزمایش و کنترل طی 15 جلسه، دو بار در هفته به مدت 45 دقیقه در هر جلسه، 7 درس از کتاب نیو اینترچنج 2 را مطالعه کردند. کلاسهای گروه کنترل به صورت کلاسهای عادی گفتار برگزار شد در حالی که در تدریس گروههای آزمایشی از فعالیت های بازگویی مطالب و تصمیم گیری استفاده شد. مصاحبههای انجام شده، ضبط سپس رونویسی و برای تجزیه و تحلیل آماری کد گذاری شدند. نتایج حاصل از انالیز اماری داده ها بیانگر کارایی فعالیت های برون دادی تحریک شده در بهبود دقت و روانی گفتاز زبان آموزان بود. با این وجود، نتایج آزمون تست توکی نشان داد که فعالیت های بروندادی تحریک شدهی نامتقارن تاثیرات بهتری بر دقت گفتاری زبان آموزان دارد. همچین میانگین روانی گفتار گروه بروندادی تحریک شدهی نامتقارن بیشتر از گروه بروندادی تحریک شدهی متقارن بود. در مجموع، نتایج حاصل از پژوهش حاضر از فرضیه برون دادی تحریک شده و نظریه ی اجتماعی-فرهنگی حمایت و پیشنهاد می کند که برای تقویت گفتاری زبان آموزان از فعالیت های برون دادی تحریک شده در کلاسهای دانش آموز محور استفاده شود.
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