زبان وتغییرپذیری: بررسی جملات استفهامی انگلیسی و فارسی
Subject Areas : آموزش زبان انگلیسی
1 - Department of English, Falavarjan Branch, Islamic Azad University, Isfahan, Iran
Keywords: تغییر پذیری, تغییر پذیری نظان دار/طرح مند, جامعه شناسی تغییر پذیر گرا, جملات استفهامی,
Abstract :
پژوهشگرانی که در زمینه تعییرات زبانی فعالیت دارند معتقدند که زبانها در تمام سطوح تغییر را تجربه می کنند که این تغییر طرح مند به نظر می رسد. هدف پژوهش حاضر بررسی نحوه تغییری است که در جملات استفهامی انگلیسی و فارسی رخ می دهد. این تحقیق بالاخص به بررسی طرح مند و نظام دار بودن این تغییر می پردازد. بدین منظور برای جمع آوری اطلاعات یک نسخه اصلاح شده از کار-نقشه ادینبورگ (Edinburgh Map Task) مورد استفاده قرار گرفت. جامعه اطلاعاتی این تحقیق تعداد 60 بومی زبان کانادایی و فارسی بودند که کار-نقشه را از طریق ساختن گونه های جملات استفهامی اجرا کردند. نتایج حاصل نشان می دهد که هر دو زبان تعییر را در ساخت جملات استفهامی تجربه می کند. گرچه زبان فارسی نشان داد که نسبت به زبان انگلیسی تغییر پذیرتر است زیرا در این زبان گونه های بیشتری ساخته شدند. بعلاوه این تغییر در هر دو زبان بطور جداگانه طرح مند بود اما تغییر نظام مندی بین دو زبان مشاهده نشد. بنابراین می توان چنین استنباط نمود که ذهنیت متفاوت شرکت کنندگان کانادایی و ایرانی که تحت تاثیر عوامل اجتماعی و فرهنگی قرار دارد می تواند علت چنین تغییری را توضیح دهد.
References
Arcavi, A., & Hadas, N. (2000). Computer mediated learning: an example of an approach. International Journal of Computers for Mathematical Learning, 5, 25-45.
Baatarjav, E., Phithakkitnukoon, S., & Dantu, R. (2008).Group recommendation system for Facebook. In R. Meersman, Z. Tari & P. Herrero (Eds.), OTM 2008 Workshops (pp. 211-219), Springer-Verlag Berlin Heidelberg 2008. Retrieved from http://dx.doi.org/10.1007/978-3-540-88875-8_41.
Brophy, J., & Merrick, M. (1987).Motivating students to learn: An experiment in junior high social studies classes. Paper presented at the annual AERA conference, Washington, D.C. Retrieved from http://www.eric.ed.gov
Clifford, M. (1990) Students need challenge, not easy success. Educational Leadership, 48(1).Retrieved from Academic Search Premier.
Collis, B., & Margaryan, A. (2004). Applying activity theory to computer-supported collaborativelearning and work-based activities in corporate settings. Educational Technology Research & Development, 52(4), 38-52. Retrieved from http://dx.doi.org/10.1007/BF02504717.
Efklides, A., Kuhl, J., & Sorrentino, R. M. (2001).Trends and Prospects in Motivation Research. Dordrecht; Boston; London: Kluwer Academic.
Engestrome, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsulit Oy.
Engeström, Y. (2009). The future of activity theory: A rough draft. In A. Sannino, H. Daniels & K. Gutierrez (Eds), Learning and expanding with activity theory (pp. 303-328). Retrieved from http://lchc.ucsd.edu/mca/Mail/xmcamail.2009_01.dir/pdftx2SyzoolF.pdf.
Felder, R. M.,& Brent, R. (1996).Navigating the bumpy road to student-centered instruction. College Teaching, 44(2). Retrieved August 8, 2015 from Academic Search Premier.
Freeman, D. (1997). Using information technology and new technologies in geography. In Tilbury D., & Williams M. (Eds.) Teaching and Learning Geography (pp. 202–217). London: Routledge.
Gabrielle, D. M. (2003).The effects of technology-mediated instructional strategies on motivation, performance, and self- directed learning. Retrieved August 10, 2015 from http://etd.lib.fsu.edu/theses/available/etd-11142003- 171019/.
Gehring, J. (2003) National Research Council calls for new strategies in high school. Education Week, 23(15).Retrieved from Academic Search Premier.
Golightly, A. (2008). The digital versatile disc as a learning support medium in the teaching and learning of map work, Journal of Geography, 107(4–5), 131–141.
Grabe, M., & Grabe, C. (2004).Integrating Technology for Meaningful Learning: 4th ed., New York: Houghton Mifflin Company.
Hancock, D. R., Bray, M., & Nason, S. A. (1995). Influencing university students’ achievement and motivation in a technology course. Journal of Educational Research, 95(6). Retrieved from Academic Search Premier.
House, J. D. (2003). The motivational effects of specific instructional strategies and computer use for mathematics l earning in Japan: Findings from the third international mathematics and science study. International Journal of Instructional Media, 30(1).Retrieved from Academic Search Premier.
Houtsonen, L. (2003). Maximizing the use of communication technologies in geographical education. In Gerber, R. (Ed.), International handbook on geographical education (pp. 47–63). London: Kluwer Academic Publishers.
Jenlink, P. M. (2008). Conversation as an activity system: The mediational role of discourse in systems design. In P. M. Jenlink & B. H. Banathy (Eds), Dialogue as a collective means of design conversation (pp. 217-234).Springer Science and Business Media. Retrieved from http://dx.doi.org/10.1007/978-0-387-75843-5_15.
Jonassen, D., & Rohrer-Murphy, L. (1999). Activity Theory as a framework for designing constructivist learning environments. Educational Technology Research and Research and Development, 47(1), 61-79.
Kaptelinin, V., & Nardi, D. (2006). Activity theory in a nutshell. Massachusetts: MIT Press.
Keller, J. M. (1979). Motivation and instructional design: A theoretical perspective. Journal of Instructional Development, 2, 26-34.
Kim, W.,&Jeong, O. (2009).On social e-learning. In M. Spaniol, Q. Li, R. Klamma& R. W. H.Lau (Eds.), ICWL 2009, Lecture Notes in Computer Science, 5686, 12-24. Springer-Verlag Berlin Heidelberg. Retrieved from http://dx.doi.org/10.1007/978-3-642-03426-8_2.
Kuswara, A., Cram, A., & Richards, D. (2008). Web 2.0 supported collaborative learning activities: Towards an affordance perspective. In L. Cameron & J. Dalziel (Eds), Proceedings of the 3rd International LAMS & Learning Design Conference 2008: Perspectives on Learning Design.(pp. 70-80). 5th December 2008, Sydney: LAMS Foundation. Retrieved from http://lams2008sydney.lamsfoundation.org/pdfs/04e.pdf.
Kuutti , K. (1995). Activity theory as a potential framework for human computer interaction research. In B. Nardi (Ed.), Context and Consciousness: Activity Theory and Human Computer Interaction (pp. 17-44). Cambridge: MIT Press.
Lashaway-Bokina, N. (2000) Recognizing and nurturing intrinsic motivation: A cautionary tale. Roeper Review 22(4). Retrieved from Academic Search Premier.
Laurillard, D. (1993). Rethinking university teaching: A framework for the effective use of educational technology. London: Routledge.
Lave, J. (1991). Situating learning in communities of practice. In L. B. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63-82). Washington, D.C.: American Psychological Association.
Lim, C. P., & Chai, C. S. (2004). An activity -theoretical approach to research of ICT integration in Singapore schools: Orienting activities and learner autonomy. Computers and Education, 43, 215-236.
McLoughlin, C. (1999). Scaffolding: Applications to learning in technology supported environments. In ED-MEDIA 99 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. Proceedings (11th, Seattle, Washington, June 19-24).
Nardi, B. (1996). Studying context: A comparison of activity theory, situated action models, and distributed cognition. In B. Nardi (Ed), Context and consciousness: Activity theory and human computer interaction. The MIT Press, Cambridge.
Nardi, B. (1998). Activity theory, a foundation for designing learning technology. The Journal of Learning Sciences, 7(2), 241-255.
Oliver, R., & Herrington, J. (2000). Using situated learning as a design strategy for Web-based learning. In B. Abbey (Ed.), Instructional and cognitive impacts of web-based education (pp. 178-191). Hershey, PA: Idea Group Publishing.
Pintrich, P. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3).Retrieved August 10, 2015 from Academic Search Premier.
Rambe, P. (2012). Critical discourse analysis of collaborative engagement in Facebook postings. Australasian Journal of Educational Technology, 28(2), 295-314. Retrieved from www.ascilite.org.au/ajet/ajet28/rambe.html.
Rogoff, B., & Lave, J. (Ed.). (1984). Everyday cognition: its development in a social context. Cambridge, Mass, & London: Harvard University Press.
Russell, D. (2002). Looking beyond the interface: Activity theory and destributed learning. London: Routledge Falmer.
Russell, D., &Shneiderheinze, A. (2005).Understanding innovation in Education using Activity Theory. Educational Technology and Society, 8(1), 38-53.
Sanacore, J. (1997). Promoting lifetime literacy through authentic self-expression and intrinsic motivation. Journal of Adolescent & Adult Literacy, 40(7), 568-71.
Song, S. H., & Keller, J. M. (1999) The ARCS model for developing motivationally-adaptive computer-assisted instruction. ERIC document. Retrieved from http://www.eric.ed.gov.
Tavani, C., & Losh, S. (2003). Motivation, self-confidence, and expectations as predictors of the academic performances among our high school students. Child Study Journal, 33(3).Retrieved from Academic Search Premier.
Thorne, S. L. (2004). Cultural historical activity theory and the object of innovation. In K. van Esch & O. St. John (Eds), New insights into foreign language learning and teaching (pp. 51-70). Frankfurt: Lang.
Van der Schee, J. A. (2003). New media will accelerate the renewal of Geographic education. In Gerber, R. (Ed.) International handbook on geographical education, 205–213.London: Kluwer Academic Publishers.
Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Cambridge MA: Harvard University Press.
Wang, S., & Yang, C. (2002).An investigation of a web-based learning environment designed to enhance the motivation and achievement of students in learning difficult mental models in high school science. Retrieved from http://www.eric.ed.gov.
Wilson, L., & Corpus, D. (2005). The effects of reward systems on academic performance. Middle School Journal Research Articles. Retrieved from http://www.nmsa.org/research/res_articles_sept2001.htm
Yin. R. (1994).Case study research: Design and methods. New Delhi: SAGE Publications.