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Classroom Metatalk: Uncovering the Role of Elaborate vs. Limited Engagement in Fostering Iranian L2 Learners' Writing Accuracy | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 1، دوره 9، شماره 3، مهر 2022، صفحه 1-24 اصل مقاله (1.13 M) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2022.15675.1910 | ||
| نویسندگان | ||
| Karim Shabani* ؛ Mona Hosseinzadeh | ||
| English Department, Allameh Mohaddes Nouri University | ||
| تاریخ دریافت: 22 خرداد 1400، تاریخ بازنگری: 10 آذر 1400، تاریخ پذیرش: 18 دی 1400 | ||
| چکیده | ||
| The underlying goal of this study was to assess the effects of metatalk at elaborate and limited levels of engagement on Iranian L2 learners’ grammatical accuracy in writing. Thirty-four male and female students were recruited following the administration of the Quick Oxford Placement Test (QOPT) and then randomly divided into an experimental group with elaborate engagement (n=16) and a comparison one with limited engagement (n=18). Ten narrative tasks were used during the treatment sessions and both groups were asked to write the stories. The initial drafts were reformulated by the teacher. They were then asked to compare the two versions. The experimental group was asked to discuss the reasons for the applied changes while the comparison group only noted the differences. The learners’ sheets were scored and their accuracy was measured drawing on Ellis and Yuan's (2004) accuracy scales. The results revealed that both groups’ grammatical accuracy in writing was enhanced. However, the experimental group outperformed the comparison one since their posttest scores were statistically different. The learners’ language-related episodes were also analyzed, and the qualitative scrutiny brought to surface four patterns of interaction including collaborative, expert-novice, dominant-dominant and dominant-passive. Finally, the current study discusses implications for L2 instructional settings and the use of metatalk as a means to enhance noticing the target forms and expedite their grammatical accuracy and learning processes. | ||
| کلیدواژه‌ها | ||
| accuracy؛ elaborate engagement؛ limited engagement؛ metatalk | ||
| عنوان مقاله [English] | ||
| فراگفتار کلاسی: بررسی نقش تعامل مبسوط و تعامل محدود در تقویت صحت نوشتاری زبان آموزان ایرانی | ||
| نویسندگان [English] | ||
| کریم شعبانی؛ مونا حسین زاده | ||
| دانشگاه علامه محدث نوری، گروه زبان انگلیسی | ||
| چکیده [English] | ||
| هدف از تحقیق حاضر بررسی تاثیر فراگفتار در دو سطح تعامل، یعنی تعامل مبسوط و محدود، بر دقت دستوری نوشتاری زبان آموزان ایرانی در سطح مقدماتی است. براساس نتایج آزمون تعیین سطح سریع آکسفورد، 34 زبان آموز انتخاب و به صورت تصادفی به دو گروه آزمایش با تعامل مبسوط و مقایسه با تعامل محدود تقسیم شدند. ده فعالیت روایی در طول جلسات آموزش مورد استفاده قرار گرفت و از هر دو گروه خواسته شد تا داستان های مربوطه را بنویسند. پیش نویس های اول زبان آموزان توسط معلم اصلاح شد. سپس از زبان آموزان خواسته شد تا دو نسخه را با هم مقایسه کنند. از زبان آموزان گروه آزمایش خواسته شد تا در رابطه با تغییرات اعمال شده به بحث و گفتگو بپردازند، در حالی که زبان آموزان گروه مقایسه تنها تفاوت ها را بیان می کردند. متون نوشتاری زبان آموزان نمره گذاری شدند و دقت دستوری آنان اندازه گیری شد. نتایج به دست آمده حاکی از آن بود که دقت دستوری زبان آموزان هر دو گروه افزایش یافت اما به دلیل تفاوت چشمگیرآماری میان نمرات آزمون تاخیری دو گروه، زبان آموزان گروه آموزش، نسبت به گروه مقایسه، عملکرد بهتری از خود نشان دادند . اپیزودهای زبانی زبان آموزان نیز مورد تحلیل قرار گرفت و تحلیل کیفی داده ها به پیدایش چهار الگوی مشارکتی، خبره/مبتدی، غالب/غالب و غالب/منفعل انجامید. درانتها، یافته های تحقیق حاضر کاربردهایی برای محیط های آموزشی زبان دوم داشته تا فراگفتار، به عنوان ابزاری برای افزایش توجه به ساختارهای هدف و بهبود دقت دستوری زبان آموزان و روند یادگیری آنان مورد استفاده قرار گیرد. | ||
| کلیدواژه‌ها [English] | ||
| صحت, تعامل مبسوط, تعامل محدود, فراگفتار | ||
| مراجع | ||
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