تاثیر انجام تکالیف درسی با سطوح مختلف شواری بر عملکرد شفاهی زبان آموزان

نوع مقاله : مقاله پژوهشی

نویسنده

چکیده

شواهد فراوانی وجود دارد مبنی بر آنکه اعمال تغییرات در نحوه طراحی، اجرا و پیچیدگی تکالیف آموزشی، تأثیرات متفاوتی بر تمرکز توجه و عملکرد زبان‌آموزان دارد. هدف مطالعه حاضر بررسی تاثیر تکرار تکالیف روایی در دو سطح دشواری متفاوت بر تمرکز توجه و کیفیت عملکرد شفاهی زبان آموزان ایرانی می باشد. در این راستا، سطح دشواری تکالیف با استفاده از متغییر نزدیکی مکانی و زمانی ( آنجا/آن زمان، اینجا / اکنون) تعریف شد. برای دستیابی به اهداف تحقیق، شصت یادگیرنده انگلیسی به عنوان زبان خارجی یک داستان تصویری را تحت یکی از این شرایط انجام دادند: یک بار روایت داستان در اینجا/اکنون، دوبار روایت داستان در اینجا/اکنون ، یک بار روایت داستان در آنجا/ آن زمان، و دوبار روایت داستان در آنجا/ آن زمان. یافته‌ها نشان داد که در حالی که تکرار انجام تکلیف روایی درشرایط اینجا/اکنون باعث افزایش روانی و پیچیدگی کلام می‌شود، تکرار همان تکلیف در شرایط آنجا/آن زمان بمنجرعملکرد بهتر در تمام ابعاد می‌شود. در پایان، پیشنهادات و راهکارهای نتایج این پژوهش برای محققان و مدرسان زبان در چهارچوب مسائل نظری و عملی مربوطه مورد بحث وبررسی قرار گرفت.

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دوره 17، شماره 2
تیر 1402
صفحه 391-415
  • تاریخ دریافت: 10 مهر 1402
  • تاریخ بازنگری: 09 آذر 1402
  • تاریخ پذیرش: 07 دی 1402