سوالات تعاملی به عنوان استراتژی ارزشیابی فرآیند محور: یادگیری خواندن و درک مفاهیم و واژگان زبان انگلیسی

نوع مقاله : مقاله پژوهشی

چکیده

 
استفاده از تکنیکهای ارزشیابی صرفا نتیجه-محوردرمدارس دولتی ایران یادگیرندگان زبان انگلیسی را با مشکلات متمادی وبی پایان در درک متون خوانداری وکاربرد موثرواژگان و همچنین در ارتباط با دیگران و درک متون نوشتاری مواجه ساخته است.بنا بر این هدف این تحقیق این بود که آیاارزشیابی سوالات تعاملی، مهارت خواندن درک مفاهیم و یادگیری واژگان را در دانش آموزان زبان آموز ایرانی بهبود می دهد یا نه ؟ این مطالعه تلاش کرده است تاثیر اجرای ارزشیابی مستمر سوالات تعاملی برخواندن درک مفاهیم و یادگیری واژگان را بررسی و تحلیل نماید. جامعه آماری48نفری تحقیق حاضرازمیان 60 دانش آموز مذکرو سطح متوسط دبیرستانی با برگزاری آزمون انگلیسی کمبریج ازروی عملکرد آنها انتخاب شدند. این دانش آموزان که توسط مسئولین مدرسه در دو کلاس متفاوت گرفته بودند بطور تصادفی به عنوان گروه آزمایش و کنترل هر کدام با 24 دانش آموزانتخاب شدند.. برای گروه آزمایش تکنیک ارزشیابی سوالات تعاملی به کارگرفته شد ولی برای گروه کنترل از ارزشیابی نتیجه- محور استفاده شد. ازهر دو گروه 8 هفته ارزشیابی به عمل آمد و نمرات پیش آزمون و پس آزمون به دست آمده با استفاده از نرم افزارآنووای یک طرفه مقایسه و تحلیل شدند. نتایج نشان دادند که گروه آزمایش عملکرد بهتری نسبت به گروه کنترل داشتند که موید تاثیر تسهیل کننده ارزشیابی فرآیند محور- سوالات تعاملی در بهبود مهارت خواندن درک مفاهیم و یادگیری واژگان بود. نتایج این پژوهش ممکن است برای معلمین و نظریه پردازان آموزش زبان انگلیسی سودمند باشد. بویژه نتایج این تحقیق ممکن است به محققین دیگر درانجام تحقیق درباره بکارگیری استراتژی های متفاوت ارزشیابی مستمر در آموزش مهارتهای زبان دوم کمک کند .

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