کاربرد استعاره های مفهومی به عنوان یک راه حل شناختی برای چالش نگارش در زبان انگلیسی: تاثیرات آن در مهارت نگارش و ترس از نوشتن به زبان انگلیسی

نوع مقاله : مقاله پژوهشی

چکیده

مطالعه حاضر می کوشد تا استعاره های مفهومی لیکاف و جانسون (1980)  را در چارچوب نگارش شناختی فلاور و هیز (1980) در بوته آزمایش قرار  دهد.  اهداف اصلی تحقیق ارتقاء مهارت نگارش ، غلبه  بر ترس از نوشتن به زبان انگلیسی، و گذار از مدل سنتی نگارش به مدل شناختی با خلق کنش متقابل بین سیستم ادراکی نگارنده و تجارب طبیعی که سازه های بدنه متن را تشکیل می دهند می باشد. به منظور دست یابی به  اهداف تحقبق، در مجموع تعداد 120 داوطلب کارشناسی زبان انگلیسی با دامنه سنی 22 تا 35 سال در  مطالعه  حاضر مشارکت نمودند. داوطلبان ابتدا به دو گروه مساوی متشکل از زن و مرد تقسیم شدند و سپس در دوره های آموزشی ویژه تحت عناوین گروه شناختی و سنتی شرکت کردند. محققان سپس نتایج پس آزمون هردو گروه را  در مدل آماری تحلیل کواواریانس دوطرفه  مورد ارزیابی قرار دادند. نتایج نشان دادند که گروه شناختی در نمرات پس آزمون خود نسبت به گروه سنتی رشد چشمگیری داشته اند. یافته ها حاکی از کاهش معنا دار در ترس از نوشتن به زبان انگلیسی  در گروه شناختی و همچنین تغییر بنیادین در نحوه نگارش آنان ودست یابی به سبک نگارش نویسندگان چیره دست انگلیسی زبان می باشد. بکار گیری استعاره های مفهومی این امکان را فراهم می سازد تا معلمان بتوانند چکونگی خلق مفاهیم نو و ایده های اصیل  و همچنین نگارش ادبی را در اهداف آموزشی خود قرار دهند.  بنابراین به نظر می رسد که استعاره های مفهومی به عنوان ابزاری موثر در حل چالش های نگارش ، بویژه ترس از ضعف در توسعه ایده،  قابلیت و ارزش تدریس در دانشگاهها را داشته باشند.

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