The Impact of Morphological Awareness on Iranian Pre-University Students’ Listening Transcription
محورهای موضوعی : language teaching
محمد نبی کریمی
1
(Tarbiat Moallem University, Tehran, Iran)
عامر قیطوری
2
(Razi University of Kermanshah, Tehran, Iran)
کلید واژه: Morphological Awareness, listening, Listening Transcription, Pre-University Learners,
چکیده مقاله :
Morphological Awareness (henceforth: MA), defined as the ability to understand the morphemic structure of the words, has been reported to affect various aspects of second language performance including reading comprehension ability, spelling performance, etc. Yet, the concept has been far less treated with reference to l2 listening transcription. Thus, against this background, this study aims to investigate the link between MA and listening transcription ability of Iranian pre-university students. To this aim, 40 pre-university students participated in the study, and were assigned to two control and experimental groups. Both groups were first given three short listening passages to transcribe as the pre-tests. The results of the independent-samples t-test revealed no significant difference between the two groups. The experimental group, then, received five one-hour sessions briefing them on the morphological realization of English words. The two groups were then given three short listening passages to transcribe as their post-tests. The results of the independent-samples t-tests attested to the significant difference between the two groups, thus, supporting the relationship between MA and listening transcription ability. The study concludes with some suggestions as to the incorporation of MA into L2 learning programs.
آگاهی ساختواژی، در معنای درک ساختار کلمه، جنبه های مختلف کنش در زبان دوم از جمله درک مطلب، املا و غیره را تحت تاثیر قرار میدهد. با این وجود ، این مفهوم در رابطه با مهارت شنیداری در زبان دوم کمتر مورد بررسی قرار گرفته است. بر این اساس، مطالعه حاضر به دنبال بررسی تاثیر آگاهی ساختواژی بر توانایی آوا نویسی متون شنیداری انگلیسی دانش آموزان پیش دانشگاهی ایرانی است. برای این منظور، تعداد ۴۰ دانش آموز در این پژوهش شرکت داشتند که به دو گروه کنترل و تجربی تقسیم شدند. ۳ متن شنیداری به عنوان پیش آزمون به شرکت کنندگان داده شد. نمرات شرکت کنندگان در پیش آزمون که از طریق T-TEST مورد آزمون قرار گرفت هیچ تفاوتی در توانایی آنان برای آوانویسی متون نشان نداد. سپس گروه تجربی به مدت ۵ جلسه در مورد تحقق ساختواژی کلمات انگلیسی آموزش دریافت کردند و بعد از آن ۳ متن شنیداری دیگر به عنوان پس آزمون به هر دو گروه داده شد. نتایج آزمون T-TEST مستقل تفاوت معنا داری را بین دو گروه شرکت کننده نشان داد. نتایج حاکی از این است که آگاهی ساختواژی می تواند توانایی آوانویسی متون شنیداری انگلیسی توسط دانش آموزان را به طور معنا داری تحت تاثیر قرار دهد. پژوهش حاضر با پیشنهاداتی در رابطه با گنجاندن آگاهی ساختواژی در برنامه های آموزش زبان دوم خاتمه می یابد.
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