A Comparative Error Analysis: Iranian Monolingual and Bilingual Male and Female EFL Learners
محورهای موضوعی : language teaching
مریم موذنی لیمودهی
1
,
امید مازندرانی
2
,
بهزاد قنسولی
3
,
ژیلا نایینی
4
1 - گروه زبان انگلیسی، واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران
2 - گروه زبان انگلیسی، واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران
3 - دانشکده زبان انگلیسی، دانشگاه فردوسی مشهد
4 - گروه زبان انگلیسی، واحد علی آباد کتول، دانشگاه آزاد اسلامی، علی آباد کتول، ایران
کلید واژه: Error analysis, bilingual Turkmens, L1 interference, monolingual Persians, written grammatical errors,
چکیده مقاله :
Error analysis is considered as an invaluable pedagogical tool in teaching English as a foreign/second language (EFL/ESL). Despite abundant research, there are still lacunae in studies investigating the written grammatical errors among monolingual and bilingual male and female Persian and Turkmen EFL learners. To fill the gap, 158 Persian and Turkmen EFL learners from Golestan Province wrote two descriptive scripts that were examined for their most recurrent written grammatical errors. The errors were then analyzed and compared based on the framework of the study. Statistical analyses indicated significant relationships between Persian and Turkmens’ written grammatical errors and their gender. The frequency of monolingual Persians’ errors was significantly lower than that of bilingual Turkmens. These findings might interest EFL teachers, syllabus designers, and materials developers. Moreover, they could be a prerequisite to corrective feedback research while opening doors to further pertinent studies.
تحلیل اشتباهات گرامری ابزار با ارزشی در آموزش زبان انگلیسی به فراگیران زبان انگلیسی به عنوان زبان دوم/خارجه فراهم می کند. علی رغم پژوهش های فراوان در این زمینه، همچنان خلاء هایی در بررسی اشتباهات گرامری نوشتاری در میان فراگیران تک و دوزبانه پسر و دختر فارس و ترکمن وجود دارد. برای پوشش دادن به بخشی از این خلاء تعداد 158 زبان آموز فارس و ترکمن در استان گلستان دو متن توصیفی تهیه کردند و سپس این متون از نظر پرتکرارترین اشتباهات گرامری نوشتاری مورد بررسی قرار گرفت. در مرحله بعد، این اشتباهات براساس چارچوب پژوهش تحلیل و مقایسه شدند. تجزیه و تحلیل آماری ارتباط معنی داری میان اشتباهات گرامری نوشتاری زبان آموزان فارس و ترکمن و جنسیت آن ها نشان داد. فراوانی اشتباهات زبان آموزان تک زبانه فارس در مقایسه با زبان آموزان دوزبانه ترکمن به شکل معنی داری کمتر بود. این یافته ها می تواند مورد توجه مدرسان زبان انگلیسی به عنوان زبان خارجه، طراحان سرفصل و مواد درسی قرار گیرد. افزون برآن، این یافته ها می تواند به عنوان پیشنیاز پژوهش ها دز زمینه بازخورد اصلاحی باشد و هم زمان درب های جدیدی به سوی مطالعات مرتبط باز کند
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