رفع عدم استفاده از لغزش کد در نگارش آکادمیک زبان آموزان ایرانی زبان انگلیسی: مقایسه ای مبتنی بر پیکره از سه رویکرد آموزشی

چکیده

با توجه به اهمیت واژگان کد فراگفتمانی در برقراری تعامل نویسنده و خواننده و ضرورت آموزش این نشانگرها بر اساس ژانر مورد علاقه، این پژوهش با هدف بررسی تأثیر تطبیقی ​​سه رویکرد آموزشی بر رفع کم‌استفاده از لغزش‌های کد در ایران انجام شد. مقاله توضیحی زبان انگلیسی متوسط ​​به عنوان یک زبان خارجی برای زبان آموزان. شصت زبان‌آموز ایرانی با استفاده ناکافی از واژه‌نامه کد در مجموعه ایرانی زبان‌آموزان انگلیسی، با روش نمونه‌گیری هدفمند انتخاب و به‌طور تصادفی در چهار گروه رویکرد تولیدمحور، آگاهی ژانر، یادگیری مبتنی بر داده و کنترل قرار گرفتند. پس از مرحله درمان، سه مقاله توضیحی 250 کلمه ای به گروه ها اختصاص داده شد. چهار مجموعه یادگیرنده از مقالات توضیحی فراگیران گردآوری شد. مقایسه‌های آماری بدنه‌ها با همتایان خود در مرحله پیش‌درمان، پیشرفت‌های قابل‌توجهی را در فراوانی استفاده از براق‌کننده‌های کد در رویکرد تولیدمحور و گروه‌های یادگیری مبتنی بر داده، اما نه در گروه‌های آگاهی از ژانر و گروه‌های کنترل، نشان داد. علاوه بر این، فراگیران در گروه رویکرد تولیدمحور از فراگیران گروه یادگیری مبتنی بر داده بهتر عمل کردند. پیامدهای نتایج، از جمله استفاده بالقوه از رویکرد تولیدمحور در زمینه EFL ایرانی برای آموزش سایر انواع فراگفتمان، به‌ویژه، و آموزش آکادمیک انگلیسی در کل، در نظر گرفته شده‌اند.
 


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