Accuracy Order of Grammatical Morphemes in Persian EFL Learners: Evidence for and against UG
محورهای موضوعی : English Language Teaching (ELT)موسی غنچه پور 1 , مهدیه پاک زاد مقدم 2 , عزت اله کلانتری خاندانی 3 , محمد حسن فرخی برفه 4
1 - گروه زبان و ادبیات، دانشگاه فرهنگیان، تهران، ایران
2 - وزارت آموزش و پرورش ، کرمان، ایران
3 - گروه زبان و ادبیات، دانشگاه فرهنگیان، تهران، ایران
4 - گروه زبان و ادبیات، دانشگاه فرهنگیان، تهران، ایران
کلید واژه: Accuracy, Persian, transfer, morpheme, universal grammar,
چکیده مقاله :
This study addresses the acquisition of the morphological markers in Persian learners of English as a foreign language. To this end, the accuracy order of nine morphemes including plural –s, progressive –ing, copula be, auxiliary be, irregular past tense, regular past tense –ed, third person –s, possessive - and indefinite articles was studied in 60 teenage Persian EFL learners. Placement and proficiency tests and a demographic questionnaire were employed to collect the data. The total production of 2160 morphemes was manually checked, classified, and counted to rank their acquisition order. The learners’ accuracy order was ranked in a decreased order from 1 to 9 as follows: regular past tense, auxiliary be, copula be, present progressive tense, indefinite articles, plural –s, possessive -, irregular past tense and third-person singular –s. The Spearman correlation showed that Persian students’ accuracy order had a moderate and weak relationship with the accuracy order of ESL and EFL learners, respectively. This finding proves that Persian EFL learners do not learn English grammatical morphemes in a natural order. Moreover, the universal grammar does not remain fully in these learners. The minor role of UG in EFL acquisition also indicates the important role of transfer in foreign language learning.
این مقاله فراگیری تکواژهای دستوری در یادگیری زبان انگلیسی را در فراگیران فارسی زبان بررسی می‌کند. به این منظور، ترتیب درست نه تکواژ دستوری زبان انگلیسی در 60 فراگیر نوجوان فارسی زبان بررسی شد. تکواژها عبارت بودند از تکواژ s جمع، تکواژ ing استمراری، فعل ربطی be، فعل کمکی be، تکواژ بی‌قاعده زمان گذشته، تکواژ باقاعده زمان گذشته، سوم شخص مفرد زمان حال ساده، تکواژ s مالکیت و تکواژهای حروف تعریف نامعین. آزمون‌های تعیین سطح و مهارت و پرسش‌نامه اطلاعات فردی برای جمع‌آوری داده‌های نوشتاری به کار گرفته شدند. به طور کلی، 2160 تکواژ دستوری تولید‌شده برای رتبه‌بندی، ترتیب یادگیری تکواژها به صورت دستی شمرده، بررسی و طبقه‌بندی شدند. ترتیب درست یادگیری تکواژها در فراگیران به‌صورت نزولی از 1 تا 9 به‌ترتیب زیر رتبه‌بندی شدند: زمان گذشته باقاعده، فعل کمکی be، فعل ربطی be، تکواژ ing زمان حال استمراری، حروف تعریف نامعین، تکواژ s جمع، تکواژ s مالکیت، زمان گذشته بی‌قاعده و s سوم شخص زمان حال ساده. ضریب همبستگی رتبه‌ای اسپیرمن نشان داد که ترتیب درست فراگیری تکواژهای دستوری در آزمودنی‌های نوجوان فارسی‌زبان ارتباط میانه و ضعیفی با ترتیب درست فراگیری این تکواژها در فراگیران زبان انگلیسی به عنوان زبان دوم و بیگانه به‌ترتیب داشت. این یافته تأییدی است بر اینکه گویشوران فارسی‌زبان که زبان انگلیسی را می‌آموزند تکواژهای دستوری را به‌صورت طبیعی یاد نمی‌گیرند. علاوه‌بر‌این، دستور همگانی در این فراگیران به‌صورت کامل وجود ندارد. همچنین، نقش کم‌رنگ دستور همگانی در یادگیری زبان انگلیسی تأییدی بر نقش مهم انتقال در یادگیری زبان بیگانه است.
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