تأثیر مقایسه‌ای مدل‌های مداخله مجازی مقتدرانه و تسهیل‌کننده بر توسعه مولفه‌های مکالمه زبان دوم زبان آموزان ایرانی زبان انگلیسی

Subject Areas : All areas of language and translation

Zohreh Darabi ¹ (Department of English, Tehran Central Branch, Islamic Azad University, Tehran. Iran)
Nasim Shangarffam ² (Department of English, Tehran Central Branch, Islamic Azad University, Tehran. Iran)
Ahmad Mohseni ³ (Department of English, South Tehran Branch, Islamic Azad University, Tehran. Iran)

Received: 2022-06-25 Accepted : 2023-04-30 Published : 2023-07-01

Keywords: زبان آموزان ایرانی زبان انگلیسی, مداخله مقتدرانه, مداخله تسهیل کننده, مولفه های سخنرانی L2,

Abstract :

این مطالعه به بررسی اثر مقایسه ای مدل های مداخله مجازی مقتدر و تسهیل کننده بر توسعه مولفه های گفتاری زبان دوم زبان آموزان ایرانی زبان انگلیسی پرداخته است. شرکت کنندگان در این مطالعه 60 زبان آموز زبان انگلیسی مرد و زن متوسط در دانشگاه امام رضا مشهد بودند که از بین 80 شرکت کننده در آزمون استاندارد مقدماتی انگلیسی (PET) به عنوان آزمون مهارت زبان انتخاب شدند. سپس شرکت کنندگان به طور تصادفی به دو گروه آزمایشی تقسیم شدند و پیش آزمون گفتاری استاندارد دریافت کردند. سپس یک گروه آزمایشی مداخله مقتدرانه و گروه دیگر مداخله تسهیلی دریافت کردند. پس از ده جلسه درمان، بخش گفتاری نسخه دیگری از PET به عنوان پس آزمون به شرکت کنندگان داده شد. در نهایت، فراگیران در یک مصاحبه نیمه ساختاریافته شرکت کردند. استفاده از SPSS داده های کمی را مورد بررسی قرار داد و نتایج از طریق یک سری آزمون t و MANOVA مورد بررسی قرار گرفت. نتایج تحلیل‌های کمی نشان داد که مدل مداخله تسهیل‌کننده (FI) نسبت به مداخله مقتدرانه (AI) برای توسعه گفتاری L2 زبان‌آموزان ایرانی موثرتر است. یکی دیگر از نقاط واریانس، تمرکز بر دقت دستوری در اندازه‌گیری صحبت کردن L2 بود. برای گروه هوش مصنوعی، خطاهای دستوری و تلفظ مهم‌تر بودند، در حالی که برای گروه FI، تلفظ و منابع واژگانی مرکزی‌تر بودند و به دنبال آن مدیریت گفتمان و ارتباطات تعاملی قرار داشتند.

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