نوع مقاله : مقالۀ پژوهشی
نویسندگان
1 گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد علوم وتحقیقات، تهران، ایران
2 گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد گرمسار، سمنان، ایران
چکیده
با توجّه به رشد فناوری‌های نوین در امر آموزش، تحقیق و توسعه بیشتر در این زمینه می‌تواند موجب شناسایی روش‌های نوین آموزشی برای تهیه‌کنندگان مطالب درسی و معلّمان شود. ازآنجایی‌که هدف معلّمان بالا بردن سطح توجّه، آگاهی و یادگیری زبان‌آموزان است، پژوهش حاضر به بررسی میزان توجّه و یادگیری زبان‌آموزان بر اساس دو رویکرد متفاوت آموزش زبان انگلیسی میپردازد. بدین ترتیب زبان‌آموزان در چهار گروه آزمایشی، ساختارهای زبانی مورد نظر را با دو رویکرد «شناختی» و «محیطی» به‌صورت گفتاری و نوشتاری آموزش دیدند و میزان توجّه آنها به بازخورد غیر صریح معلّم و یادگیری آنها مورد ارزیابی قرار گرفت. جامعۀ آماری شامل 120 نفر از دانشجویان دانشگاه آزاد اسلامی و دانشگاه علمی‌کاربردی در تهران بود. ابزار مورد نیاز جهت گرداوری داده‌ها شامل مشاهده، مصاحبه و یک آزمون از ساختارهای مورد نظر بود. نتایج آماری تحقیق نشان داد که رابطۀ معناداری بین میزان توجّه زبان‌آموزان و رویکرد شناختی وجود دارد، امّا رویکرد محیطی در یادگیری ساختارهای مورد نظر تأثیرگذارتر بوده است. همچنین تجزیه‌وتحلیل داده‌ها نشان داد که حالت ارائۀ مواد آموزشی به‌صورت گفتاری و نوشتاری تأثیر متفاوتی بر میزان توجّه و یادگیری زبان‌آموزان ندارد. رویکرد محیطی به‌عنوان یک روش آموزشی جدید محیط محور که به ابزار کمک‌آموزشی موجود در محیط و تعامل زبان‌آموزان با آنها تأکید دارد می‌تواند به‌عنوان یک نوآوری در آموزش کشور مورد استفاده قرار گیرد.
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