تحلیل محتوای منابع آموزش زبان انگلیسی به کودکان براساس ویژگی‌های سنی مخاطب

پژوهشنامه کتابداری و اطلاع رسانی

مقاله 12، دوره 14، شماره 1 - شماره پیاپی 27، خرداد 1403، صفحه 265-288   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.22067/infosci.2023.82118.1156

نویسندگان

زهرا بشری ترشیزی¹؛ ارسلان گلفام^{* 2}

¹دانشجوی دکتری زبان‌شناسی همگانی، دانشگاه تربیت مدرس، تهران، ایران.

²دانشیار گروه زبان‌شناسی، دانشگاه تربیت مدرس، تهران، ایران.

چکیده

مقدمه: پژوهش حاضر با نگاهی چندجانبه به عوامل مؤثر در یادگیری کودکان، مفاهیمی که همخوان با ویژگی‌های کودکان بوده است را از آموزش هَیَجامَد محور مبنا قرار داده و به کمک روش تحلیل سلسله مراتبی به ارزیابی و رتبه گذاری منابع رایج آموزش زبان انگلیسی به کودکان در ایران پرداخته است.
روش‌شناسی: این پژوهش کمی‌‌ـ‌کیفی و از نوع تحلیل محتوا و کاربردی است. بدین منظور پژوهش حاضر، با در نظر گرفتن سه معیار «کاربرد حواس»، «ارتباط» و «سرمایه هیجانی‌حسی»، که از الگوی آموزش هَیَجامَد محور استخراج شده است، به بررسی و انتخاب بهترین منبع آموزش زبان انگلیسی به کودکان از میان چهار گزینه‌ی «مجموعه Family and Friends»، «مجموعه superminds»، «مجموعه First Friends» و «مجموعه منتخب کانون زبان ایران» پرداخته است. بر این اساس به جهت ارزیابی گزینه‌های موجود از روش تحلیل سلسله مراتبی (AHP)، به‌عنوان یکی از بهترین روش‌های ارزیابی چند معیاره، استفاده شد.
 یافته‌ها: نتایج تحلیل دلالت بر آن دارد که از میان گزینه‌های موردبررسی، مجموعه superminds با امتیاز نسبی41/0 بهترین گزینه‌ برای آموزش زبان انگلیسی به کودکان است. همچنین امتیاز مجموعه‌های Family and Friends، First Friends و کانون زبان ایران به ترتیب برابر 221/0، 207/0 و 092/0 به دست آمدند.
نتیجه‌گیری: مطابق نتایج پژوهش، عمده‌ مطالب منابع مورد استفاده جهت آموزش زبان انگلیسی به کودکان در ایران، در دو سطح ابتدایی الگوی هَیَجامَد توقف کرده و به سطوح بالای هرم هَیَجامَد نرسیده‌اند. در این میان سطح دیداری بالاترین و پس از آن، سطح شنیداری دومین جایگاه وسطح لمسی حرکتی نیز در رتبه سوم الگوی هَیَجامَد جای دارند. داده‌های پژوهش همچنین نشان می‌دهد که میان دو زیرمعیار ارتباط نیز توازن برقرار نیست؛ و زیر معیار ارتباط مرکز سهم بیشتری را در منابع زبان دارد. همچنین همسویی و توجه به معیار سرمایه‌ هیجانی‌حسی در منابع بررسی‌شده، مشاهده نگردید؛ در حالی که هرگاه محتوای کتاب به افزایش سطح سرمایه‌ هیجانی‌حسی فراگیر نسبت به یک موضوع بی‌توجه باشد، به‌طور ضمنی ارتباط موفق با او را نیز از دست خواهد داد.
 

کلیدواژه‌ها

زبان‌شناسی کاربردی؛ تحلیل محتوا؛ منابع آموزش زبان انگلیسی به کودکان

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