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Employing Dynamic Assessment and Concept-based Instruction for the Development of English Phrasal verbs in an EFL Classroom | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 4، دوره 8، شماره 3، مهر 2021، صفحه 92-73 اصل مقاله (780.66 K) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2020.11733.1458 | ||
| نویسندگان | ||
| Fatemeh Akbari1؛ Seyed Mohammad Reza Amirian* 2؛ gholam reza zareian3 | ||
| 1گروه زبان و ادبیات انگلیسی، دانشگاه حکیم سبزواری | ||
| 2گروه زبان وادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری | ||
| 3دانشگاه حکیم سبزواری | ||
| تاریخ دریافت: 13 مهر 1398، تاریخ بازنگری: 26 تیر 1399، تاریخ پذیرش: 31 تیر 1399 | ||
| چکیده | ||
| Established on the basis of Vygotsky's SCT, this study tends to document the EFL students' development of phrasal verbs through two SCT-oriented approaches including concept-based instruction (CBI) and dynamic assessment (DA). Moreover, the students' performance in the follow-up stage is explored to see whether they experience a conceptual development in a new context. Participants were 45 pre-intermediate and intermediate high school students who were randomly assigned into two experimental groups and one control group. The study followed a mixed-methods procedure employing both experimental design and qualitative case study. To examine the appropriateness of the instruments and tasks, initially a pilot study was run in a one- to- one tutoring session. Subsequently, all groups were asked to go through the pretest followed by 10 sessions of instruction and posttest. Finally, DA and DA-CBI groups participated in a follow-up stage. ANOVA results on posttest showed the significant influence of integrating DA and CBI as a joint function on EFL students' conceptual development over the traditional control group, F (2, 42) = 14.27, p= .000 | ||
| کلیدواژه‌ها | ||
| Dynamic Assessment (DA)؛ Concept-based Instruction؛ Schema for Complete Orienting Basis of Action (SCOBA)؛ Phrasal verbs | ||
| عنوان مقاله [English] | ||
| استفاده از ارزیابی پویا و آموزش مبتنی بر مفهوم برای توسعه افعال عبارتی انگلیسی در کلاس درس EFL | ||
| نویسندگان [English] | ||
| فاطمه اکبری1؛ سید محمدرضا امیریان2؛ غلامرضا زارعیان3 | ||
| چکیده [English] | ||
| مطالعه کنونی که بر اساس نظریات فرهنگی اجتماعی ویگاتسکی بنا نهاده شده است بر آن است که توسعه زبان آموزان در مهارت عبارات فعلی را از طریق رویکردهای فرهنگی اجتماعی که شامل آموزش مفهوم مدار و ارزشیابی پویا است را بررسی نماید. همچنین عملکرد زبان آموزان در مراحل بعدی بررسی شده است تا بررسی شود که آیا آنها در بافت جدید نیز توسعه مفهومی رو تجربه می کنند یا خیر. 45 شرکت کننده سطح پیش متوسط و متوسط از دبیرستان های مشهد به شکل اتفاقی انتخاب شده و به گروه های آموزشی و کنترل تقسیم شدند. نتایج تحقیق نشان داد که تاثیر ترکیب DA , CBI به عنوان یک روش مشترک بر روی توسعه دانش مفهومی زبان آموزان قابل توجه بود. این نتایج بحث شده است و مسیر تحقیقات آینده پیشنهاد داده شده است | ||
| کلیدواژه‌ها [English] | ||
| ارزشیابی پویا, آموزش مفهوم محور, عبارات فعلی | ||
| مراجع | ||
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