ارتقا عملکرد کلامی از طریق پرسشگری تلفیقی: ایا برای انتقال پذیری فرا حوزه ای یادگیری موثر واقع میشود؟

Subject Areas : آموزش زبان انگلیسی

محمد رضا ملاحسینی ¹ , داود مشهدی حیدر ²

1 - گروه زبان انگلیسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، مازندران،ایران
2 - Department of English, Tonekabon Branch , Islamic Azad University, Tonekabon, Iran

Received: 2021-08-21 Accepted : 2021-08-21 Published : 2021-08-01

Keywords: صحت, مهارت گفتاری, پرسشگری تلفیقی, قابلیت انتقال پذیری, پیچیدگی دستوری,

Abstract :

با توجه به اهمیت و ماهیت دشوار مهارت گفتاری زبان انگلیسی به عنوان زبان بیگانه و نیز به دلیل فقدان وجود اتفاق نظر در خصوص پذیرش و یا رد مفهوم قابلیت انتقال پذیری یادگیری پژوهش حاضربه ارایه مدلی ابداعی جهت تدریس مهارت های شناختی بر مبنای پرسشگری تلفیقی به منظور ارتقای مهارت گفتاری پرداخته است. این مدل متشکل از شش مرحله بوده و یک محیط اموزشی فعل و انفعالی غنی را خلق می کند تا به ارزیابی کارامدی ان در ارتقای مهارت کلامی زبان اموزان بیگانه زبان انگلیسی و نیز اثرات انتقالی بین حوزه ای ان بپردازد.بدین منظور عملکرد شصت شرکت کننده در این  پژوهش در جریان اجرای درسکار روایی شفاهی قبل و پس از دوره مداخله سیزده جلسه ای مورد مقایسه و بررسی قرار گرفت.تدریس گروه تجربی با بهره گیری از مدل ابداعی تلفیقی بوده در حالی که گروه کنترل از روش تدریس مجزای سنتی برخوردار بودند.نتایج حاصله از ازمون تی مستقل حاکی از انست که مداخله اعمال شده در گروه تجربی تاثیر مثبت داشته است چراکه انها در مقایسه با گروه کنترل در زمینه پیچیدگی دستوری و لغوی مهارت گفتاری عملکرد بهتری از خود نشان دادند اگرچه این نکته در زمینه صحت توصیف گفتاری صدق نمیکند.همچنین یافته های این پژوهش بیانگر انست که اثرات مثبت مداخله ابداعی پرسشگری به عملکرد شرکت کنندگان در اجرای یک درسکار متاخر در حوزه ای ورای محیط اموزشی زبان اموزی منتقل شده است هر چند این انتقال پذیری یادگیری در مورد همه معیارهای سنجش مهارت کلامی شرکت کنندگان مشهود نیست.

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