تأثیر آموزش راهبردمحور بر خودکارآمدی و اضطراب مهارت نگارش در بین زبان‌آموزان ایرانی

مطالعات زبان و ترجمه

مقاله 6، دوره 51، شماره 4، بهمن 1397، صفحه 139-161   

نوع مقاله: مقالۀ پژوهشی

شناسه دیجیتال (DOI): 10.22067/lts.v51i4.79438

نویسندگان

جلیل فتحی¹؛ علی درخشان^{* 2}

¹گروه زبان و ادبیات انگلیسی، دانشگاه کردستان، دانشکده ادبیات و زبان‌های خارجی، سنندج، ایران

²گروه زبان و ادبیات انگلیسی، دانشگاه گلستان، گرگان، ایران

چکیده

هدف از مطالعة حاضر بررسی تأثیرات آموزش راهبردهای نگارش[1] در زبان دوم بر خودکارآمدی نگارش[2] و اضطراب مهارت نگارش[3] در بین زبان‌آموزان ایرانی بود. بدین منظور، چهل و نه دانشجوی مقطع کارشناسی رشتة زبان و ادبیات انگلیسی در دو کلاس دست نخورده[4] به‌طور تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. برای تحقق اهداف پژوهش حاضر، دانشجویان گروه آزمایش (تعداد=26) به مدت یک ترم (12 جلسه آموزشی) آموزش راهبردهای نگارش زبان انگلیسی را دریافت نمودند، درحالی‌که دانشجویان گروه کنترل (تعداد=23) به روش معمولی و بدون دریافت آموزش راهبردی مورد آموزش قرار گرفتند. برای جمع‌آوری داده‌ها، مقیاس خودکارآمدی مهارت نگارش در زبان دوم و مقیاس اضطراب نگارش در زبان دوم استفاده شد. نتایج تحلیل کوواریانس نشان داد که آموزش راهبردمحور[5] در کلاس نگارش زبان انگلیسی به‌طور معناداری میزان خودکارآمدی نگارش زبان‌آموزان را افزایش داده‌است. همچنین، مشخص شد که سطح اضطراب نگارش شرکت‌کنندگان گروه آزمایش پس از دریافت آموزش راهبردهای نگارش به‌طور قابل توجهی کاهش یافته است. یافته‌های حاصل از پژوهش حاضر برای زبان‌آموزان، مدرسان و پژوهشگران مفید و کارآمد است.
 
[1] .writing strategy instruction
[2] .writing self-efficacy
[3] .writing anxiety
[4] .intact
[5] .strategy-based instruction
 
 
 

کلیدواژه‌ها

خودکارآمدی در نگارش؛ اضطراب نگارش؛ آموزش راهبردمحور؛ انگلیسی به‌عنوان زبان دوم

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