نوع مقاله : مقالۀ پژوهشی

نویسندگان

1 گروه زبان و ادبیات انگلیسی، دانشگاه پیام نور، تهران، ایران

2 گروه زبان و ادبیات انگلیسی، دانشگاه پیام نور، اردبیل، ایران

چکیده

با الهام از یافته‌های مربوط به نقش عبارت‌ها در رشد زبانی٬ پژوهش حاضر تأثیر آموزش مقابله‌ای بازترکیب عبارت‌ها بر فراگیری ساختارهای دستوری منطبق با مراحل دستوری (نحوی) نظریة پردازش‌پذیری را مورد بررسی قرار داد. به تعبیر دقیق‌تر، هدف این پژوهش بررسی پیش‌بینی فرضیة تعلیم‌پذیری بود مبنی بر اینکه آموزش فقط زمانی مؤثر است که به یک مرحله بالاتر از سطح دانش فعلی زبان‌آموزان مربوط شود. برای این منظور، سه گروه از فراگیران زبان انگلیسی از بین گروه بزرگ‌تری از زبان‌آموزان انتخاب شدند. به یک گروه آموزش مقابله‌ای در رابطه با مفهوم و ساختار عبارت‌های زبان فارسی و انگلیسی داده شد، در حالی‌که گروه دوم همین آموزش را فقط به زبان انگلیسی دریافت کرد و گروه سوم به‌عنوان گروه مقایسه در نظر گرفته شد. نتایج این پژوهش نشان داد که آموزش مخصوصاً از نوع مقابله‌ای آن به‌طور معنی‌داری به فراگیری مراحل دستور زبان ارائه‌شده در نظریة پردازش‌پذیری در تولید شفاهی و نوشتاری کمک کرد و پیش‌بینی فرضیة تعلیم‌پذیری را نقض نمود. تفسیر نظری نتایج در قسمت بحث و بررسی پایانی ارائه می‌شود.

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