The Impact of Multiple Intelligence-Oriented Writing Tasks on the Accuracy, Fluency, and Organization of ELT Students’ Writing
محورهای موضوعی : language teaching
میترا زراعت پیشه
1
(گروه آموزش زبان انگلیسی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران)
زهره سیفوری
2
(گروه آموزش زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
نسرین حدیدی تمجید
3
(گروه آموزش زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
کلید واژه: Writing, Accuracy, Organization, Task-supported Instruction, Fluency, MI-oriented writing tasks,
چکیده مقاله :
Correlational studies supporting the link between learners’ multiple intelligences and their learning are superseded by interventionist attempts to explore direct applications of Multiple Intelligence (MI) Theory in language teaching and learning. This quasi-experimental study examined the extent to which engaging ELT major university students in writing tasks, compatible to their dominant intelligences, might enhance the accuracy, organization, and fluency of their writing. The participants were 64 male and female English major sophomores. They were in three intact classes, randomly assigned to a control no task (NT) group, a task-supported (TS) group, and an MI-oriented task (MIT) group after their initial homogeneity was assessed. The fifteen-session treatment comprised pre-writing brainstorming activities in the NT group and a set of pre-writing tasks performed by the TS group. In the MIT group, however, individuals with the same dominant intelligences were grouped together to perform tasks that were compatible with their dominant intelligences. The one-way ANOVA analysis of the research data obtained from the post-test writing scores revealed that the MIT group surpassed the other groups in accuracy, fluency and organization. The findings underscore the necessity of taking learners’ intelligences into consideration as a criterion for task selection and offer important pedagogical implications for teaching writing.
پس از تایید رابطه بین هوشهای قالب زبان آموزان و یادگیری آنها در پژوهشهای همبستگی، تحقیقات حاضر بیشتر به بررسی کاربردهای مستقیم نظریه هوشهای چندگانه در امر آموزش می پردازد. تحقیق شبه تجربی حاضر نیز به بررسی میزان تاثیر کاربرد کارهای نوشتاری منطبق با هوشهای قالب دانشجویان زبان انگلیسی در بهبود صحت دستوری، ساختارمندی، و روانی کلام نوشتاری آنان می پردازد. آزمودنی های این تحقیق شامل 64 زبان آموز مونث و مذکر سال دوم در سه کلاس نگارش در دانشگاه آزاد اسلامی مشهد بودند که در طیف سنی 19 تا 30 قرار داشتند. پس از تعیین همگنی اولیه گروههای تحقیق در زبان انگلیسی، آنها را به صورت تصادفی به سه گروه بدون کار آموزشی، کار آموزشی، و کار آموزشی منطبق بر هوشهای چندگانه تعیین کردیم. دوره آموزشی 15 جلسه ایی با مرحله پیش نوشتار شروع شد. در گروه اول از فعالیتهای سیال سازی ذهنی و در گروه دوم از مجموعه ایی از کارهای نوشتاری استفاده گردید. در گروه سوم ابتدا هوش قالب افراد شناسایی و گروههای همگن هوشی شکل داده شد. سپس کارهای نوشتاری منطبق با هوش هر گروه برای مرحله پیش نوشتار آنها تعیین و اجرا گردید. تحلیل واریانس یکطرفه نمرات صحت دستوری ، ساختارمندی، و روانی کلام به دست آمده از نوشتار پس آزمون نشانگر پیشرفت معنادار گروه سوم در هر سه حوزه و تاثیر استفاده از کارهای منطبق با هوش بر رشد مهارت نوشتار ی بود. نتایج این تحقیق ضرورت توجه به هوشهای قالب زبان آموزان را در مرحله انتخاب کارهای آموزشی نوشتاری مورد تاکید قرار می دهد. کاربردهای آموزشی این تحقیق مورد بحث قرار خواهد گرفت.
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