An investigation into the frequency of Language Related Episodes in the EFL learners’ Homogeneous and Heterogeneous Dyadic Interaction
محورهای موضوعی : language teaching
1 - Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran
کلید واژه: sociocultural theory, dyadic interaction, Language Related Episodes,
چکیده مقاله :
This study attempted to compare the relative frequency of the occurrence of Language Related Episodes (LREs) in the dyadic talks of pairs who were homogeneous and heterogeneous in terms of English proficiency. LREs are those parts of the conversations where the interlocutors explicitly focus on linguistic form. The study was carried out with 60 Iranian university students of teaching English as a foreign language (TEFL) who were divided into two groups of homogeneous and heterogeneous pairs based on their scores in a standardized English proficiency test (FCE). The pairs were required to collaborate and talk to carry out nine writing tasks. The participants’ talks while they were doing the pair work were recorded and transcribed, and the relative frequency of LREs for each pair talk was found. The frequency values for the two groups were compared through the independent samples t-test, and it was found that the heterogeneous pairs had significantly more LREs in their dyadic interactions. The results of the study were explained in relation to Vygotsky’s sociocultural theory, and several pedagogical implications were finally offered.
هدف از تحقیق حاضر مقایسه فراوانی وقوع بخشهای متوجه به شکل زبان در مکالمات گروه های دو نفره متشابه و نا متشابه بود. این مطالعه با شرکت شصت نفر از دانشجویان رشته آموزش زبان انگلیسی که بر اساس نمراتشان در یک آزمون بسندگی استاندارد به دو گروه تقسیم شدند صورت گرفت. در یگ گروه، گروه های دونفره متشابه و در گروه دیگر گروه های دونفره نامتشابه تشکیل شدند. زبان آموزان در هر دو گروه مکالماتی در طی نه فعالیت نوشتاری مشارکتی انجام دادند که مکالمات ضبط و نگشاته شدند. میزان فراوانی وقوع بخشهای متوجه به شکل زبان، در مکالمات ضبط شده از گروه ها، شمارش و با روش آماری آزمون تی گروه های مستقل مقایسه گردید. نتایج تحلیل های آماری نشان دادند که گروه های دونفره نا متشابه، در مکالمات خود، بطور قابل توجه و معنی داری، از بخشهای متوجه به شکل زبان بیشتری استفاده کرده بودند. نتایج بدست آمده با توجه به نظریه اجنماعی فرهنگی ویگوتسکی مورد بحث قرار گرفته و نهایتا فواید آموزشی متعددی بدست آمد.
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