اخبار و اعلانات
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 347 |
| تعداد مقالات | 2,862 |
| تعداد مشاهده مقاله | 3,255,118 |
| تعداد دریافت فایل اصل مقاله | 2,390,680 |
بررسی تأثیر فعالیت‌های پیش از شنیدن بر عملکرد شنیداری فارسی‌آموزان خارجی | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 6، دوره 11، شماره 1 - شماره پیاپی 23، فروردین 1401، صفحه 99-120 اصل مقاله (993.35 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2022.17299.1587 | ||
| نویسندگان | ||
| شهلا رقیب دوست1؛ مینا حامدی* 2 | ||
| 1دانشیار گروه ادبیات فارسی و زبانهای خارجی، دانشگاه علامه طباطبائی | ||
| 2نویسندۀ مسئول، دانشجوی دکتری آموزش زبان فارسی به غیرفارسی‌زبانان، دانشگاه علامه طباطبائی | ||
| تاریخ دریافت: 06 خرداد 1401، تاریخ بازنگری: 16 شهریور 1401، تاریخ پذیرش: 16 شهریور 1401 | ||
| چکیده | ||
| شنیدن، یکی از چهار مهارت اصلی زبان‌آموزی است که درعین‌حال کمتر از دیگر مهارت‌ها به آن پرداخته شده است. در این پژوهش تلاش شده تا با بررسی تحقیقات در مورد مهارت شنیدن، راهکارهایی برای تسهیل درک شنیداری به مدرسان زبان پیشنهاد شود؛ از جمله این راهکار‌ها، استفاده از فعالیت‌های پیش از شنیدن است که ضمن تقویت مهارت شنیدن، مهارت‌های دیگر از جمله مهارت خواندن و صحبت‌کردن را نیز تقویت کرده و محیط کلاس را برای زبان‌آموز جذاب می‌کنند. هدف این پژوهش آن بود که میزان تأثیرگذاری سه مورد از فعالیت‌های پیش از شنیدن، یعنی «مشاهده سؤالات آزمون پیش از شنیدن»، «فعال‌سازی دانش پیشین درباره موضوع» و «آموزش واژه»، را بررسی و ترتیب تأثیرگذاری آنها را مشخص کند. در این پژوهش، 8 نفر از فارسی‌آموزان سطح میانی، که در مرکز آموزش زبان فارسی به غیرفارسی‌زبانان دانشگاه علامه طباطبائی مشغول به تحصیل بودند، شرکت کردند. زبان‌آموزان در بازه سنی 20 تا 25 سال و از دو ملیت روس و ترک بودند. با استفاده از شاخص‌های آماری از جمله میانگین و انحراف معیار، داده‌های سه آزمون با یکدیگر مقایسه و روشن شد که اختلاف میان میانگین نمرات زبان‌آموزان معنادار است. همچنین، این نتیجه به دست آمد که میزان تأثیرگذاری هر یک از این سه فعالیت بر درک شنیداری فارسی‌آموزان متفاوت است، به طوری که مشخص شد ترتیب تأثیرگذاری سه نوع از فعالیت‌های پیش از شنیدن بر درک شنیداری فارسی‌آموزان به صورت «آموزش واژه»، «فعال‌سازی دانش پیشین درباره موضوع» و «مشاهده سؤالات آزمون پیش از شنیدن» است. | ||
| کلیدواژه‌ها | ||
| فارسی‌آموزی؛ مهارت شنیدن؛ درک شنیداری؛ فعالیت پیش از شنیدن؛ آموزش واژه | ||
| عنوان مقاله [English] | ||
| The Effect of Pre-Listening Activities on the Listening Comprehension of the Foreign Persian Learners | ||
| نویسندگان [English] | ||
| Shahla Raghibdoust1؛ Mina Hamedi2 | ||
| 1Associate Professor, Department of Linguistics, Faculty of Persian Literature and Foreign Languages, Allameh Tabatabai University, Tehran, Iran. | ||
| 2Corresponding Author, PhD Candidate in Teaching Persian to Speakers of Other Languages, Faculty of Persian Literature and Foreign Languages, Allameh Tabatabai University, Tehran, Iran. | ||
| چکیده [English] | ||
| Listening is one of the four main skills of language learning and yet it is a skill less investigated than other skills. In this research, an attempt was made to provide language teachers with some strategies for facilitating listening comprehension: as for the strategies, we can touch on the use of some activities before listening, whose effectiveness have been acknowledged in many studies. The present study investigated the effect of pre-listening activities on foreign learners of Persian language. The objective of the research was to evaluate the effectiveness of three pre-listening activities and order of their effectiveness— previewing questions, providing background knowledge about the topic, and vocabulary instruction. In this research, eight intermediate Persian learners who were studying in the Persian language teaching center for non-Persian speakers of Allamah Tabatabai University, participated. The age of the learners ranged from 20 to 25 and they were Russian and Turkish. This research was conducted in three sessions, that each dealt with one of the pre-listening activities. The learners were asked to answer the text-related questions after listening. Using statistical indicators including mean and standard deviation, the data of the three tests were compared, indicating that the difference between the mean scores of the language learners was significant. Besides, the result was obtained tha the order of the effectiveness of the three types of pre-listening activities on the Persian learners’ listening comprehension is “vocabulary instruction”, “providing background knowledge about the topic”, and “previewing questions”. Extended Abstract: 1. Introduction Listening is one of the four main skills of language learning, which is less studied than the other skills. Learning a second language is not possible without receiving comprehensible input in the form of writing or listening. Among the four skills of listening, reading, writing, and speaking, listening is the most fundamental. Listening is even more important than reading. Although they both deal with input, they are essentially different. In listening, it is not possible to stop and listen again, while in reading, it is possible to pause or re-read. Another reason for the importance of listening skills is that, in the early stages of education, when the learner does not have the ability to read, he or she may only strengthen their learning through listening skills. Due to the high importance of listening skills in language teaching, this research tries to take a step towards developing listening skills and further facilitating language learning by examining activities that may improve the listening comprehension of language learners. One of these is the use of pre-listening activities. The purpose of this research is to investigate the effect of three pre-listening activities on listening comprehension, including previewing questions, providing background knowledge about the topic, and vocabulary instruction. Specifically, this research aims to determine which of these activities may help Persian learners more than the others in listening comprehension. It is said that the importance of pre-listening activities is that they activate the learners' existing knowledge about the topic. Previewing questions before listening is a type of activity that may help improve understanding and also lead to more and easier comprehension. Regarding vocabulary instruction, it is said that from the perspective of language learners, segmenting words or identifying separate words in speech is one of the main difficulties in listening comprehension. Additionally, language learners who recognize less than 80% of the different words of a listening text, are more likely to have difficulty with listening comprehension. Listening involves both linguistic knowledge (e.g., phonology) and non-linguistic knowledge (e.g., experience or previous knowledge) that are necessary for the construction of meaning. Current views on listening comprehension emphasize the significance of prior knowledge or background knowledge in listening comprehension. Based on the research background, the following hypothesis may be proposed: The pre-listening activity of providing background knowledge about the topic in contrast of previewing questions and vocabulary instruction has a greater effect on the listening performance of foreign Persian learners. 2. Review of Literature Among the research conducted in the field of pre-listening activities is the research of Berne (1995), which examines the effect of such activities on Spanish listening performance. A comparison of the listening comprehension performance of second language learners of Spanish who completed three different pre-listening activities after one and two exposures to the listening passage shows that the scores for subjects completing the question preview activity were significantly higher than the scores for subjects completing the fillering activity and that additional exposure to the listening passage improves listening comprehension performance significantly, irrespective of pre-listening treatment. Chang and Reed (2006) also looked into the impact of pre-listening activities on listening performance. In their research, four activities were studied: previewing questions, providing background knowledge about the topic, providing vocabulary instruction, and repeating input. 3. Theoretical Framework In the 1960s, a hypothesis was proposed in which language learning begins with comprehension and then leads to production. Speaking will emerge automatically after the learner understands the function of the target language. At first, the language learners' speech may not be perfect, but it will gradually become similar to the target language. The comprehension approach, which focuses on understanding language, shows the importance of listening comprehension ability. One of the ways to teach listening comprehension is to use pre-listening activities that may help listeners understand better. This research use comprehension approach to investigate about The Effect of Pre-Listening Activities on the Listening Comprehension of the Foreign Persian Learners. 4. Data Analysis Results In this research, eight intermediate Persian learners who were studying in the Persian language teaching center for non-Persian speakers, at Allamah Tabataba'i University participated. The ages of the learners ranged from 20 to 25 and they were of Russian and Turkish nationalities. This research was conducted in three sessions, each dealing with one of the pre-listening activities. The learners were asked to answer text-related questions after listening, and the listening content was played for them two times. Using statistical indicators, including mean and standard deviation, the data of the three tests were compared, indicating that the difference between the mean scores of the language learners was significant. Moreover, the results showed that the effectiveness of each of the three activities on the Persian learners' listening comprehension was different, with the order of effectiveness of the three types of pre-listening activities on the Persian learners' listening comprehension being "vocabulary instruction", "providing background knowledge about the topic", and "previewing questions". | ||
| کلیدواژه‌ها [English] | ||
| Persian-learning, listening, listening comprehension, pre-listening activity. vocabulary instruction | ||
| مراجع | ||
|
آل‌عقیل، عطیه. (1381). تأثیر فعالیت‌های پیش از شنیدن در درک متون شنیداری در دو سطح متوسطه و پیشرفته. پایان‌نامه کارشناسی ارشد. تهران: دانشکدۀ زبان و ادبیات فارسی، دانشگاه علامه طباطبائی.
ضیاء حسینی، محمد. (1385) اصول و نظریه‌های آموزش زبان فارسی به غیرفارسی زبانان. تهران: سازمان فرهنگ و ارتباطات اسلامی، مرکز گسترش زبان و ادبیات فارسی.
کریمی، اعظم. (1393). میزان به‌کارگیری راهکارهای درک مطلب شنیداری: مطالعه موردی فارسی‌آموزان دوره پیش‌دانشگاهی. پژوهش‌نامۀ آموزش زبان فارسی به غیرفارسی‌زبانان، (7). 62-109.
References:
Anderson, A. and T. Lynch, T. (1988). Listening, Oxford: Oxford University Press.
Berne, J. E. (1995). How Does Varying Pre-Listening Activities Affect Second Language Listening Comprehension? Hispania, 316-329.
Brooks, N. (1960). Language and Language Learning: Theory and Practice, California: Harcourt Brace & World.
Buck, G. (1991). The Testing of Listening Comprehension: an Introspective Study1”. Language Testing, 8 (1), 67-91.
Buck, G. (1995). How to Become a Good Listening Teacher, In D.J. Mendelsohn and J. Rubin (Eds.), A Guide for The Teaching of Second Language Listening, San Diego: Dominic Press. 113-131.
Buck, G. (2001). Assessing Listening, , Cambridge: Cambridge University Press.
Chang, A., and Read, J. (2006). The Effects of Listening Support on The Listening Performance of EFL Learners. TESOL quarterly, 40 (2), 2006, 375-397.
Chastain, K. (1976). Developing Second Language Skill: Theory to Practice, Sandiego: Harcourt Brace Jovanovich.
Chiang, C. S., & Dunkel, P. (1992). The Effect of Speech Modification, Prior Knowledge, and Listening Proficiency on EFL Lecture Learning. TESOL Quarterly, 26 (2), 1992, 345-374.
Cohen, A. D. (1984). On Taking Language Tests: what The Students Report. Language Testing, 1 (1), , 70-81.
Dunkol, P. (1986). Developing Listening Fluency in L2: The Oreticalprinciples and Pedagogical Considerations. The Modern Language Journal, 70 (2), 99-106.
Elkhafaifi, H. (2005). The Effect of Prelistening Activities on Listening Comprehension in Arabic Learners. Foreign Language Annals, 38 (4), 505-513.
Farrokhi, F., and Modarres, (2012). V. “The Effects of Two Pre-task Activities on Improvement of Iranian EFL Learners' Listening Comprehension”. Theory and Practice in Language Studies, 2 (1).
Hatch, E. (1983). Psycholinguistics: A Second Language Perspective. 1983, Boston: Newbury House Publishers, Inc., Rowley.
Karimi, A. (2014). Applying Listening Comprehension Strategies: A Case Study of Pre-university Learners Persian Language Learners, JTPSOL, 3 (7), 69-102. [in Persian]
Lim, S. A. (2009). The Effects of Two Types of Pre-listening Support on EFL Learners' Listening Test Performance: Question Preview and Vocabulary Instruction. Korean Journal of Applied Linquistics, 25 (3), 365-389.
Long, D. R. (1990). What You Don't Know Can't Help You: An Exploratory Study of Background Knowledge and Second Language Listening Comprehension. Studies in Second Language Acquisition, 12 (1), 65-80.
Markham, P., and Latham, M. (1987). The Influence of Religion‐Specific Background Knowledge on the Listening Comprehension of Adult Second‐Language Students. Language learning, 37 (2), 1987, 157-170.
Mukundan, J., Hajimohammadi, R., and Nimehchisalem, V. (2011). Developing an English Language Textbook Evaluation Checklist. Contemporary Issues in Education Research, 4 (6), 21-28.
Nunan, D. (2015). Teaching English to Speakers of Other Languages: An Introduction. 2015, London: Routledge.
Richards, J. C. (1986). Approaches and Methods in Language Teaching, 1986, Cambridge: Cambridge University Press.
Rivers, W. (1981). Foreign Language Skills, Chicago: University of Chicago.
Shaghagi, Vida. (1999). Goals of Teaching Persian language, Nameye Farhang, 34. [in Persian]
Schmidt-Rinehart, B. C. (1994) The Effects of Topic Familiarity on Second Language Listening Comprehension. The modern language journal, 78 (2), , 179-189.
Shohamy, E., and Inbar, O. (1991). Validation of Listening Comprehension Tests: the Effect of Text and Question Type. Language Testing, 8 (1), 1991, 23-40.
Teng, H. C. (1991). A Study of EFL Listening Comprehension Strategies. 1998, Non Journal.
Tomlinson, B. (2012). Materials Development for Language Learning and Teaching”. Language Teaching, 45 (2), 143-179.
Ur, P. (1984). Teaching Listening Comprehension, 1984, Cambridge: Cambridge University Press.
Weir, C. J., and Weir, C. J. (1993). Understanding and Developing Language Tests, New York: Prentice Hall.
Young, M. Y. C. (1997). A serial Ordering of Listening Comprehension Strategies Used by Advanced ESL Learners in Hong Kong. Asian Journal of English Language Teaching, 7 (1), 1997, 35-53.
ZiaHosseini, M. (2006). Principles and Theories of teaching Persian to speakers of other languages, Tehran: SAMT. [in Persian]
| ||
|
آمار تعداد مشاهده مقاله: 266 تعداد دریافت فایل اصل مقاله: 248 |
||