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استفاده از سرنخ های واژگانی و تصریفی در تشخیص زمان جمله بر پایة نظریه پردازش درون داد: مقایسة فارسی آموزان عربی زبان سطوح مبتدی و پیشرفته | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 09 خرداد 1402 اصل مقاله (1.73 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2023.18059.1620 | ||
| نویسندگان | ||
| سید مهدی ابطحی1؛ رضامراد صحرایی* 2؛ امیر زندمقدم3؛ بهزاد رهبر4 | ||
| 1دانشجوی دکتری آموزش زبان فارسی به غیرفارسی زبانان، دانشگاه علّامه طباطبائی | ||
| 2نویسندۀ مسئول، استاد گروه زبانشناسی، دانشگاه علامه طباطبائی | ||
| 3دانشیار گروه های زبان و ادبیات انگلیسی و زبانشناسی، دانشگاه علّامه طباطبائی | ||
| 4استادیار گروه زبانشناسی، دانشگاه علّامه طباطبائی | ||
| تاریخ دریافت: 17 آبان 1401، تاریخ بازنگری: 11 دی 1401، تاریخ پذیرش: 16 دی 1401 | ||
| چکیده | ||
| با توجه به نقش و اهمیت تشخیص زمان دستوری در فراگیری زبان و نبود پژوهش‌های مرتبط در خصوص فراگیری زبان فارسی، هدف از پژوهش حاضر، بررسی نوع سرنخ‌های بهکار رفته، جهت تشخیص زمان دستوری و همچنین رابطة بین درک زمان جمله‌های فارسی و جنسیت و نیز رابطة بین درک زمان و زبان اول فارسی‌آموزان عربی‌زبان در سطوح مبتدی و پیشرفته بود. بدین منظور، اصل تقدم واژگانی نظریة پردازش درونداد (ون‌پتن، 2015) بهعنوان پایه و چهارچوب نظری در نظر گرفته شد. شرکتکنندگان در این پژوهش که بهصورت نمونه‌گیری در دسترس انتخاب شدند، عبارت بودند از 53 نفر فارسی‌آموز عربی‌زبان، از مرکز آموزش زبان فارسی دانشگاه بینالمللی امام خمینی (ره)، که بر اساس سطح، به دو گروه مبتدی (28 نفر) و پیشرفته (25 نفر) تقسیم شدند. ابزارهای مورد استفاده در این پژوهش، دو آزمون محقق ساخته در دو مرحله بود: در مرحلة اول، با استفاده از آزمون تشخیص زمان جمله، آزمودنیها، زمان جملههایی که میشنیدند را در پاسخنامه علامت میزدند. در مرحلة دوم، همان آزمون اجرا شد، با این تفاوت که در این آزمون، جملهها فاقد قید زمان بود. یافته‌های این پژوهش نشان داد عربیزبانان مبتدی، هم از سرنخ‌های واژگانی و هم از تصریفهای فعلی در تشخیص زمان جمله استفاده میکنند؛ اما در بیشتر موارد، انتخاب آنها، تنها یکی از سرنخها میباشد. این در حالی است که آزمودنیهای سطح پیشرفته، همزمان از دو سرنخ واژگانی و تصریف فعلی استفاده میکنند. در مورد جنسیت، نتایج نشان داد که بین جنسیت و توانایی درک زمان جمله، رابطة معناداری وجود ندارد. | ||
| کلیدواژه‌ها | ||
| پردازش درونداد؛ سرنخ های تصریف فعلی؛ سرنخ های واژگانی؛ زمان دستوری | ||
| عنوان مقاله [English] | ||
| The Use of Lexical and Grammatical Cues in Sentence Tense Recognition Based on Input Processing Theory: A Comparison of Beginner and Advanced Arab Learners of Persian | ||
| نویسندگان [English] | ||
| Seyyed Mehdi Abtahi1؛ Rezamorad Sahraee2؛ Amir Zandmoghadam3؛ Behzad Rahbar4 | ||
| 1PhD Candidate of Teaching Persian to Non-Persian Speakers, Allameh Tabataba'i University, Tehran, Iran. | ||
| 2Corresponding author, Professor, Department of Linguistics, Allameh Tabataba'i University, Tehran, Iran. | ||
| 3Associate Professor, Departments of “English Language and Literature” and “Linguistics”, Allameh Tabataba’i University, Tehran, Iran. | ||
| 4Assistant Professor, Department of Linguistics, Allameh Tabataba’i University, Tehran, Iran. | ||
| چکیده [English] | ||
| Considering the role and importance of tense recognition in language learning the aim of the current study is to investigate the types of cues used to recognize the grammatical tense by Arabic-speaking Persian learners at the beginner and advanced levels. The relationship between the understanding of the time of Persian sentences and gender, as well as the relationship between the understanding of tense and the first language of Persian learners, has also been investigated. This research was conducted based on the lexical precedence principle of the input processing theory of VanPatten (2015). The participants of the research, who were selected as available random sampling, were 53 Arabic-speaking Persian learners who were divided into two groups, beginners and advanced based on their level. The instruments used in this research were two tests in two stages; in the first stage, using the sentence recognition test, the subjects marked the tense of the sentences they heard in the answer sheet, and in the second stage, the same test was performed; with the difference that in this test, the sentences did not have time adverbs. The findings of this research show that beginner learners use both lexical cues and verbal inflections in recognizing the tense of a sentence; but in most cases, their choice is only one of the cues. This is while advanced level subjects simultaneously use two lexical cues and verbal inflection. Regarding gender, the results showed that there is no significant relationship between gender and the ability to understand sentence time. Extended Abstract: Tense and its inflection are one of the most important indicators of linguistic ability in any language, and this issue has a decisive role for languages that have current inflection. In general, in languages where there is a present conjugation, the reference of time is expressed using lexical cues (adverbal expressions) and grammatical cues (verbal morphems). The present study aimed at answering the question of how linguists understand the tense of sentences. In particular, since time plays a very important role in verbal communication, this study focused on the students' understanding of sentence time. Also, the current research aimed to examine and analyze the role of lexical and grammatical cues in determining sentence time by using input processing theory. Despite the importance of recognizing the time of the sentence, both in terms of meaning and communication, in the sentence and beyond that in the text, in different languages, very few studies have been conducted in this field, necessarily in the literature of Persian language teaching. Therefore, this research was an attempt to answer four basic questions inspired by input processing theory. This theory was first proposed by VanPatten (1993), inspired by Krashan's input hypothesis. The theory refers to a field of research that shows how language learners establish a relationship between form and meaning and how they break it down into its constituent parts so that they can understand it (Hashemnezhad & Khalili, 2013). The participants in this study were 53 Arabic-speaking learners of the Persian language (28 learners at the beginner level and 25 learners at the advanced level) from the Persian Language Center of Imam Khomeini International University, Qazvin, who were selected based on convenience sampling. Their age range was between 18 to 25 years, and in terms of gender, 23 were women and 30 were men. The tests used in this research were: (1) level determination test; this test was used to determine the level of language learners. Based on this test, the participants were placed in two levels, beginner and advanced, (2) Personal information questionnaire; this questionnaire contained information such as nationality, gender, first language, age, last degree, and level of familiarity with a language other than Persian, (3) Sentence time detection test; this test itself is divided into two categories: (a) An audio file containing 30 Persian language sentences in which there were both lexical cues and current interpretation cues, and (b) An audio file containing 30 Persian language sentences in which there were only cues to the current interpretation. For the statistical analysis of the collected data to address the research questions, various statistical tests such as paired-samples t-test and independent-samples t-test were used using the statistical software SPSS, 26. The results showed that the beginner Arabic-speaking Persian learners used the grammatical cues more often; however, advanced Arabic-speaking Persian learners used lexical and grammatical cues simultaneously. The study also showed that first language has a significant effect on the recognition of the time of sentences in the second language. Moreover, it was observed that the by increasing the proficiency level, the simultaneous use of lexical and grammatical cues increases significantly. Finally, it was found that gender cannot be a factor influencing the understanding and recognition of sentence tense among Arabic-speaking Persian language learners in beginner and advance levels. | ||
| کلیدواژه‌ها [English] | ||
| Persian Script, teaching, Writing Skills, Persian language Learners, Errors | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 76 تعداد دریافت فایل اصل مقاله: 58 |
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