The Effect of Teaching Communication Strategies on Iranian EFL Learners’ Speaking Self- efficacy in Content-based Courses

محورهای موضوعی : language teaching

مهناز سعیدی ¹ , النا ابراهیمی فرشچی ²

1 - Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran

تاریخ دریافت : 1394/11/19 تاریخ پذیرش : 1394/11/19 تاریخ انتشار : 1391/03/01

کلید واژه: communication strategies, Content-based Course, Self-Efficacy in Speaking,

چکیده مقاله :

The purpose of this study was to investigate the effect of teaching communication strategies on students’ self-efficacy in speaking in content-based courses in Iranian EFL context. To this end, 30 students in two content-based classes, one as the experimental group and another as the control group, in SAMA private junior high school school in Tabriz, participated in this study. Communication strategy instruction was taught explicitly over a period of 16 one-hour sessions to the experimental group, while the control group didn’t receive any explicit communication strategy teaching. Data on the learners’ self-efficacy in speaking were collected through a researcher made questionnaire. The results of the data analysis using ANCOVA revealed the positive effect of teaching communication strategies (CSs) on students’ self efficacy in speaking in content-based courses in Iranian EFL context. The findings of this study have important implications for material developers for designing activities involving communication strategies and for teacher training programs for teaching communication strategies to improve learners’ self-efficacy regarding speaking skill.

چکیده انگلیسی:

 هدف از این تحقیق مطالعه تأثیر تدریس استراتژی های ارتباطی بر خودکارآمدی صحبت کردن زبان آموزان ایرانی در کلاسهای محتوا محورمیباشد. سی نفر دانش آموز در دو کلاس محتوا محور در مدرسه راهنمایی غیرانتفاعی سما در تبریز در این تحقیق شبه تجربی شرکت نمودند. یکی از کلاس ها به عنوان گروه آزمایشی و دیگری به عنوان گروه کنترل انتخاب شدند. آموزش مستقیم استراتژی های ارتباطی در طی 16 جلسه یک ساعته در گروه آزمایشی صورت گرفت، در حالیکه در گروه کنترل  تدریس مستقیم استراتژی های ارتباطی صورت نگرفت . داده های مربوط به خودکارآمدی زبان آموزان از طریق پرسشنامه ای که توسط  نویسندگان طراحی شده بود جمع آوری شد. نتیجه تحلیل کواریانس حاکی از تأثیر مثبت تدریس استراتژیهای ارتباطی برروی خودکارآمدی صحبت کردن زبان آموزان است. یافته های تحقیق حاضر برای مؤلفین از جهت گنجاندن تمرینهای استراتژی های ارتباطی در کتب درسی و برای آموزش معلمان از جهت تدریس این استراتژیها برای افزایش خودکارآمدی صحبت کردن زبان آموزان دارای کاربرد مهمی میباشد.

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