The Effect of Training and Task-Planning on the Complexity of Iranian Learners’ Oral Speech
محورهای موضوعی : language teaching
پرویز بیرجندی
1
(Islamic Azad University Science and Research Branch)
زهره سیفوری
2
(Islamic Azad University Science and Research Branch)
کلید واژه: Metacognitive Training, Oral Speech, Grammatical Complexity, Task planning,
چکیده مقاله :
The shift of emphasis away from written to oral skills has stimulated an incipient concern in second language research to investigate ways of helping second and foreign language learners achieve higher degrees of oral proficiency. Priority solely taken over accuracy, complexity, or fluency of speech might be justifiable with regard to the context in which learning takes place. Accuracy and complexity have been suggested as paramount concern in syntactic processing typical of instructional contexts. The purpose of the present study was to investigate the effect of a training program on the grammatical complexity of 114 English Major Students at Islamic Azad University-Tabriz Branch at three different planning levels. A 2x3 factorial design was employed with two levels of metacognitive training, trained and untrained, and three levels of pre-task planning, on-line task planning, and pre/on-line task planning. It was hypothesized that the trained participants would produce more complex speech than the untrained ones, and that various planners would produce speech with varying degrees of complexity. Yet, the findings revealed no significant difference in terms of grammatical complexity among the trained and untrained participants. The findings suggest proficiency level and learners' attitudes and goals as main factors influencing the complexity of oral speech.
نتایج حاصل از تحقیقات انجام شده در زمینه آموزش زبان دوم اهمیت راهبردهای فراشناختی نظیر طراحی گفتار در بهبود صحت دستوری، روانی و پیچیدگی گفتاررا مورد تاکید قرار می دهد. تحقیقات نشانگرتاثیر مثبت طراحی گفتار بر روانی و پیچیدگی گفتار است در حالیکه نتایج متفاوتی در مورد تاثیرطراحی گفتار بر صحت دستوری مشاهده شده است. تحقیق حاضر احتمال بهبود پیچیدگی گفتار 114 زبان آموز ایرانی را از طریق آموزش فراشناختی در سه سطح طراحی قبل از انجام کار ، حین انجام کار، و طراحی توام قبل و حین انجام کار مورد بررسی قرار داده است. داده های تحقیق با استفاده از طرح عاملی با دو سطح آموزش فراشناختی و سه سطح طراحی گردآوری و تحلیل شده است. بنا بر نتایج آزمون تی نمونه های مستقل و تحلیل واریانس،. هیچیک از متغیرهای مستقل بر پیچیدگی گفتار زبان آموزان تاثیر گذار نبود. به نظر می آید پیچیدگی گفتار زبان آموزان ایرانی متاثر از سطح مهارت زبانی آنان و اهداف آموزشی است که بر اساس نگرش خویش برای خود تعیین می نمایند.
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