A Stylistic and Proficiency-based Approach to EFL Learners’ Performance Inconsistency
محورهای موضوعی : language teachingGholam-Reza Abbasian 1 , راحله تمدن 2
1 - دانشیار دانشگاه امام علی و دانشگاه آزاد اسلامی واحد تهران جنوب
2 - 2Department of English, Takestan Branch, IAU,Takestan , Iran
کلید واژه: Error analysis, learning styles, language proficiency, Interlangauge, Performance Inconsistency,
چکیده مقاله :
Performance deficiencies and inconsistencies among SLA or FL learners can be attributed to variety of sources including both systemic (i.e., language issues) and individual variables. Contrary to a rich background, the literature still suffers from a gap as far as delving into the issue from language proficiency and learning style is concerned. To fill the gap, this study addressed EFL learners’ interlanguage performance (i.e., error types) in the light of their learning styles and language proficiency levels. Participants were 73 Iranian graduate EFL learners, who received the Michigan proficiency tests along with the Perceptual Learning-Style Preference Questionnaire (of Reid) in order to measure their language proficiency level and learning style types. For the purpose of the study they were divided into pre-intermediate, intermediate and upper-intermediate levels. To explore their performance inconsistencies, both oral data from an semi-structured (SST) interview and written data based on an on-the-spot piece of writing were used and then classified based on Corder’s (1971) scheme into pre-systematic, systematic and post-systematic errors. The results revealed significant relationships among the target variables, if not predictor-predicted relationships. The non-linear relationship among the variable underscores significance of an integrative approach to EFL learner’s performance inconsistencies and the importance of stylistic instruction in EFL contexts.
بررسی ناهماهنگی های (خطاهای ) زبانی زبان آموز زبان دوم یا خارجی از اساسیترین موضوعات آموزش و فراگیری زبان بوده است و در گذر تکوین نظریه های متعدد از اطلاق رویکرد خطا محور به نگاه ناهماهنگی محور فرایندهای پیچیده ای نهفته است. ریشه این نوع ناهماهنگیها را در متغیرهای گوناگون می توان جستجو کرد لیکن رابطه سه گانه بین نوع ناهماهنگیها ، سطح دانش زبانی و وسبکهای ترجیهی یادگیری زبانی زبان آموز موضوع اصلی این مطالعه بوده است. در این راستا، تعدادی زبان آموز مقاطع تحصیلی کارشناسی و کارشناسی ارشد زبان انگلیسی و تعدادی زبان آموز موسسات آزاد زبان انگلیسی جامعه آماری این مطالعه را تشکیل دادند. ابتدا آزمون دانش عمومی زبان انگلیسی میشیگان برای تعیین سطح زبانی آنها به همراه پرسشنامه سبک یادگیری ترجیهی (رید) برای سنجش سبک ترجیهی یادگیری زبانی آنها توزیع گردید..از نظر سطح دانش زبانی آنها به سه گروه مقدماتی، متوسط و پیشرفته تقسیم شدند. برای کشف نوع خطاهای زبانی افراد، خطاهای گفتاری آنها از طریق مصاحبهSST و خطاهای نوشتاری آنها از طریق نوشتار آنان مورد بررسی قرار گرفت. سپس خطاهای آنها در دو سطح گفتاری و نوشتاری بر اساس طبقه بندی خطاهای زبانی کوردر به سه گروه پیش-نظاممند، نظاممند و پسانظاممند طبقه بندی شدند. نتیجه ی تحقیق موید وجود همبستگی مثبت معنادار بین سطح دانش زبانی و نوع ناهماهنگیهای زبانی از یک طرف ، و همبستگی مثبت لیکن متفاوت بین شیوه تجلی دانش زبانی اعم از قالب گفتاری و شنیداری از طرف دیگر و مهمتر از همه بین مقولات مختلف سبکهای یادگیری و نوع ناهماهنگی و سطح دانش زبانی بوده است. نتایج حاصله از منظر بداعت و کشف همبستگی بین فرایند بین- زبانی با سطح دانش زبانی و همچنین با سبک یادگیری حائز اهمیت می باشد.
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