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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