The effect of Virtual and Real Classroom Instruction on Inter-language Pragmatic Development: Microblogging versus Traditional Instruction of Speech Acts to Iranian EFL Learners
محورهای موضوعی : language teaching
فاطمه داورزنی
1
(
گروه زبانهای خارجی، دانشکده ادبیات و علوم انسانی،دانشگاه خوارزمی،تهران، ایران
)
حسین طالب زاده
2
(
گروه زبانهای خارجی، دانشکده ادبیات و علوم انسانی،دانشگاه خوارزمی،تهران، ایران
)
کلید واژه: Iranian EFL learners, speech acts, Pragmatic awareness, real classroom instruction, virtual classroom,
چکیده مقاله :
Despite the fact that virtual learning seems to have considerable potential for enhancing language learners’ communicative abilities, it has received less attention for improving pragmatic competence of learners in EFL educational settings. The present study was an attempt to investigate the impact of virtual and real classroom instruction of speech acts on the pragmatic awareness and development of Iranian EFL learners. To do so, a quasi-experimental study was designed and, through a homogeneity test, 57 EFL female language learners at the intermediate level were chosen. The participants were randomly divided into the experimental groups of virtual and real classroom learning and went through the procedure of pretest, intervention, and posttest; the pertinent data were collected by means of a PET test, a speech-act pre-test and comparable post-tests of speech acts. Both measures of independent and paired-samples t-test were used to analyze the data. The findings revealed that instruction of speech acts through both virtual and real classroom techniques can be conducive to the promotion of pragmatic awareness among the EFL learners in the Iranian context; meanwhile, real classroom instruction of speech acts proved to be more fruitful and more significantly elevated the pragmatic awareness of Iranian EFL learners. We conclude the study drawing on the implications of our findings for ELT and EFL policy makers, language educators and teachers, material developers, and learners.
علی رغم این واقعیت که به نظر می رسد یادگیری در دنیای مجازی تآثیر قابل ملاحظه ای در تقویت توانایی های زبان آموزان در حوزه ی مهارت ها و تبحرها دارد، این پدیده توجه قابل ملاحظه ای در بهبود آموزش کاربرد زبان در محیط آموزشی ایرانی دریافت نکرده است. مطالعه ی حاضر مبادرت به پژوهش درباره ی تآثیر آموزش مجازی و واقعی تدریس کنش های گفتاری بر آگاهی زبان آموزان ایرانی از کاربردهای زبان نمود. بدین منظور 57 نفر زبان آموز مونث زبان انگلیسی از طریق یک تست هم سطح سازی، انتخاب شدند. شرکت کننده ها به دو گروه آزمایشی آموزش مجازی و واقعی در کلاس تقسیم شدند. ایشان از سه مرحله ی پیش آزمون، مداخله میانی و پس آزمون عبور کردند و اطلاعات برای مطالعه ی حاضر از طریق سه امتحان جمع آوری شد. یافته ها نشان داد که آموزش کنش های زبانی به هر دو طریق مجازی و واقعی کلاس درس برای تقویت آگاهی زبان آموزان ایرانی که انگلیسی را به عنوان یک زبان خارجی در محیط ایرانی یاد می گیرند،از کاربردهای زبان، کارآمد بود. درعین حال، تدریس کنش گفتارها از طریق آموزش کلاسی مفیدتر بود، و بهتر توانست آگاهی زبان آموزان ایرانی از کارکرد زبان را بهبود بخشد. یافته های این تحقیق می تواند، برای معلمان زبان انگلیسی،زبان آموزان انگلیسی به عنوان یک زبان خارجی و تهیه کنندگان مواد آموزشی در حوزه ی زبان انگلیسی به عنوان یک زبان خارجی در محیط ایرانی استفاده شود.
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