The Impact of Doing Problem-Solving Tasks on Willingness to Communicate, Self-perceived Communication Competence, and Communication Apprehension among Iranian EFL Learners
محورهای موضوعی : language teachingAmir Marzban 1 , مریم محمودوند 2
1 - Department of English, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
2 - Departments of English, Science and Research Branch, Islamic Azad University, Mazandaran, Iran
کلید واژه: Willingness to communicate, communication apprehension, self-perceived communication competence, problem-solving tasks,
چکیده مقاله :
Willingness to communicate (WTC) plays a central role in learning a second/foreign language. The present study was conducted to investigate the effect of doing problem-solving task on learners’ WTC in English. To fulfill the purpose of the study, 61 pre-intermediate learners were chosen by means of administrating a placement test. Learners were pretested through three scales of WTC and its two antecedents: self-perceived communication competence (SPCC) and communication apprehension (CA). Of course, the experimental group was provided with fifteen problem-solving tasks during the course, while the control group was not. After fifteen sessions of the treatment, two groups were posttested through the same three scales. The results demonstrated that the experimental group outperformed the control group in terms of their WTC’s level. Moreover, the learners’ WTC was found to be directly related to their SPCC and indirectly related to CA. So based on the MacIntyre’s path model (1994), these both antecedents can be the best predictors of WTC. The analysis of the data was done through multivariate analysis of variances (MANOVA) statistical programs.
تمایل به بر قراری ارتباط که به عنوان اراده فرد در برقراری ارتباط در هنگامی که فرصت آن بروز پیدا می کند تعریف می شود(مک اینتایر و همکاران،1998)نقش مهمی در یادگیری زبان دوم / خارجی ایفامی نماید. تحقیق حاضر درصدد آن است که تاثیر اجرای فعالیتهای کلاسی مبتنی بر حل مسئله را روی تمایل زبان آموزان به برقراری ارتباط مورد بررسی قراردهد. جهت رسیدن به این هدف 61 زبان آموز سطح پیش متوسطه از طریق یک امتحان تعیین سطح انتخاب شدند. زبان آموزان از لحاظ سه مقیاس تمایل به برقراری ارتباط و نیز دو مقیاس پیشینی یعنی توانش ارتباطی خود ادراکی و اضطراب ارتباط تحت پیش آزمون قرار گرفتند. البته گروه ازمایشی در طول دوره آموزشی فعالیتها کلاسی حل مسئله دریافت نمود درحالی که گروه کنترل از آن محروم شد.پس از 15 جلسه آموزش دو گروه از طریق سه مقیاس اشاره شده تحت پس آزمون قرار گرفتند. نتایج حاکی از آن بود که گروه آزمایشی از لحاظ سطح تمایل به برقراری ارتباط عملکرد بهتری داشت. به علاوه مشخص شد که تمایل به برقراری ارتباط به طور مستقیم با توانش ارتباطی خودادراکی و به طور غیر مستقیم با اضطراب ارتباط رابطه دارد. بنابراین براساس مدل راه مک اینتایر (1994) هر دو مقیاس می توانند پیش بینی کننده تمایل بهارتباط باشند. تحلیل آماری داده ها از طریق تحلیل واریانس چند متغیری(MANOVA) انجام شد.
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