Corrective Feedback and the Speaking Ability of Introvert and Extrovert Iranian English Language Learners
محورهای موضوعی : نشریه زبان و ترجمه
Atousa Ebrahimi
1
(Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran)
Davood Mashhadi Heidar
2
(Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran)
Mohammad Reza Khodareza
3
(Department of English, Tonekabon, Branch, Islamic Azad University, Tonekabon, Iran)
کلید واژه: Corrective feedback, speaking, introvert, extrovert,
چکیده مقاله :
Corrective feedback has recently drawn plenty of interest in applied linguistics. It is used to provide learners of a foreign language with comments on the correctness of their linguistic output. This study investigated the probable effectiveness of full/partial recast, metalinguistic, elicitation, and clarification request corrective feedbacks on intermediate introvert/extrovert Iranian EFL learners’ speaking ability. The participants included 120 English as Foreign Language (EFL) learners who had completed IELTS preparation classes. They were selected through convenience sampling and split into two groups which were specified by two raters having a checklist of IELTS speaking band descriptors. For this research, the experimental group participants received corrective feedback, while the control group participants received no comments. Then researcher administered the posttest. The findings revealed a significant difference between the speaking ability of the experimental and control groups in the posttest. The results indicated no difference between the speaking ability of the introvert and extrovert learners.
واژه بازخورد اصلاحی در آموزش زبان اخیراتوجه زیادی را به خود جلب کرده است. بازخورد اصلاحی به منظور دادن اطلاعات مناسب در جهت بهبود تولیدات زبانی زبان آموزان مورد استفاده قرار میگیرد (فهیم و منتظری,1392). این مطالعه تلاش میکند تا تاثیراحتمالی انواع مختلف بازخوردهای اصلاحی (طراحی مجدد کامل، طراحی مجدد نیمه کامل، فرازبانی، استنباط، درخواست توضیح) را بر توانایی صحبت کردن زبان آموزان درونگرا و برونگرای سطح متوسط ایرانی مورد بررسی قرار دهد. شرکت کنندگان در این مطالعه از بین زبان آموزان موسسه کانون زبان ایران، شعبه بابل انتخاب شدند. 120 زبان آموزایرانی زبان انگلیسی که در حال سپری کردن دوره های آمادگی آزمون آیلتس بودند از طریق نمونه گیری راحت انتخاب شدند. زبان آموزان به دو گروه، بعنوان گروه کنترل و گروه آزمایش تقسیم شدند. گروه آزمایش، بازخورد اصلاحی فرازبانی را دریافت کرد در حالیکه گروه کنترل هیچ بازخوردی را دریافت نکرد. پس از آن، پس آزمون برگزار شد. نتایج آماری نشان داد که گروه آزمایشی که بازخورد اصلاحی دریافت کرده اند به طرز معناداری توانایی صحبت کردن بهتری نسبت به گروه کنترل در پس آزمون داشت. نتایج همچنین نشان از عدم وجود تفاوت معنادار بین توانایی صحبت کردن زبان آموزان درونگرا و برونگرا داشت.
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