تأثیر آموزش تعامل-محور مکالمه‌کاوی بر توانش تعاملی زبان آموزان ایرانی در تکالیف زوج-گفتار

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دانشجوی دکترای آموزش زبان انگلیسی واحد تبریز، دانشکده زبان و ادبیات، دانشگاه آزاد اسلامی، تبریز، ایران

2 دانشیار گروه آموزش زبان انگلیسی واحد تبریز، دانشکده زبان و ادبیات، دانشگاه آزاد اسلامی، تبریز، ایران

3 گروه انگلیسی دانشگاه آزاد تبریز

چکیده

تعامل نه‌‌تنها دریادگیری زبان بشر عاملی بنیادین محسوب می‌شود، بلکه درزندگی‌اجتماعی وی نیز عنصری اساسی است. با توجه به‌اهمیت بررسی تعامل درزبان‌دوم که محوریت اجتماعی دارد، هدف پژوهش حاضر بررسی تأثیرآموزش تعامل-محور (مبتنی بر مکالمه‌کاوی) بر توانش‌تعاملی درتکالیف زوج-گفتار بوده است که بدین منظور 124 زبان‌آموز سطح متوسط بر اساس نمرات آن‌ها، در آزمون تعیین سطح تافل، در دو گروه آزمایش و کنترل قرارگرفتند. گروه‌آزمایش علاوه بر منابع اصلی خود، مکالمات برگزیده از کتاب فراترازگفتار را طبق چرخه آموزشی فیلیپی و روهان (2015) فراگرفتند درحالی‌که گروه‌ کنترل تنها در معرض یادگیری منابع اصلی خود بودند. توانش تعاملی آن‌ها در 4 تکلیف مختلف زوج-گفتار به‌وسیلة مقیاس سنجش توانش-تعاملی ونگ (2015) مورد سنجش قرارگرفت. نتایج برآمده از تحلیل کواریانس موید موفقیت گروه آزمایش نسبت به‌گروه کنترل بود. بنابراین شایسته است که معلمان با اتخاذ این رویکرد آموزشی، فرصت‌هایی دراختیار زبان‌آموزان قرار دهند تا آن‌ها بتوانند به‌شکل معناداری مفاهیم‌اصلی مکالمه را در زبان‌گفتار همسازی نمایند. این تعامل می‌تواند منجر به‌هوشیاری بیشتر در مهارت گفتاری و نیز طبیعی‌تر به‌نظر رسیدن مکالمات روزمرة آن‌ها شود.

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of CA-oriented Interaction-Focused Pedagogy on Iranian EFL learners’ Interactional Competence in Paired-Speaking Tasks

نویسندگان [English]

  • Milad Ramazani 1
  • Biook Behnam 2
  • Saeideh Ahangari 3
1 Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 Associate Professor, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 English Department, Tabriz Branch, Islamic Azad University
چکیده [English]

Interaction is fundamental not only in human’s language learning process but also in his social life. Due to the significance of L2 interactions which are socially oriented, the current study attempts to investigate the effect of interaction-focused pedagogy based on conversation analysis on interactional competence of Iranian EFL learners. 124 Iranian intermediate EFL learners were placed in treatment and control groups based on their TOEFL iBT scores. The selected dialogues of the book ‘Beyond Talk’ were taught to the treatment group according to the principles of conversation analysis using the pedagogy wheel by Filipi and Barraja-Rohan (2015) while the control group were only taught by their main materials. Their interactional competence were assessed by Wang’s (2015) rating scale in pretest and posttest. After running MANCOVA, the results revealed the outperformance of the treatment group. Therefore, it is suggested that interaction-focused pedagogy can provide opportunities for co-construction of meaning in conversation and meaningful interaction. This interaction can lead to an awareness in speaking and authenticity in conversation.

کلیدواژه‌ها [English]

  • interaction-focused pedagogy
  • conversation analysis
  • interactional competence
  • paired-speaking tasks
  • co-construction
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