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تأثیر یادگیری مشارکتی بر متغیرهای انگیزشی درآموزش زبان فارسی بهعنوان زبان دوم | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 4، دوره 12، شماره 2 - شماره پیاپی 26، مهر 1402، صفحه 59-88 اصل مقاله (965.79 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2023.18652.1636 | ||
| نویسندگان | ||
| زهره صدیقی فر* 1؛ زهرا سادات حسینی* 2 | ||
| 1استادیار گروه آموزش زبان فارسی به غیر فارسی زبانان، دانشگاه بین المللی امام خمینی(ره)، قزوین، ایران. | ||
| 2نویسنده مسئول، استادیار گروه آموزش زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران. ایران. | ||
| تاریخ دریافت: 30 فروردین 1402، تاریخ بازنگری: 12 تیر 1402، تاریخ پذیرش: 14 تیر 1402 | ||
| چکیده | ||
| پژوهش حاضر، با هدف بررسی تأثیر یادگیری مشارکتی بر متغیرهای انگیزشی فارسیآموزان غیرایرانی سطح میانی انجام گرفت. طرح پژوهش، آزمایشی از نوع پیشآزمون و پسآزمون، با گروه کنترل و آزمایش، متشکل از متغیر مستقلِ یادگیری مشارکتی و متغیرهایی از پرسشنامة دورنیه و تاگوچی (2010) که بر اساس مدل نظام خودانگیزشی دورنیه (2005) طراحی شده است، مشتمل بر نگرش به جامعة زبان دوم، اعتماد به نفس، علاقه به یادگیری زبان دوم و خودآرمانی، بهعنوان متغیرهای وابسته بود. جامعة آماری پژوهش فارسیآموزان کالج بینالملل دانشگاه علوم پزشکی تهران بودند که 42 نفر از میان آنها، به روش نمونهگیری در دسترس انتخاب شده و در دو گروه کنترل و آزمایش قرار گرفتند. در گروه آزمایش، روش یادگیری به شیوة مشارکتی و در گروه کنترل به شیوة سنتی (انفرادی) صورت پذیرفت. یافته‌های به‌دست‌آمده از تجزیه و تحلیل دادهها توسط آزمونهای کولموگروف – اسمیرنوف، همبستگی، رگرسیون و آزمون تی مستقل، حاکی از برتری شیوة یادگیری مشارکتی بر تقویت عوامل انگیزشی مورد بررسی در این پژوهش، نسبت به روش سنتی بود. بر این اساس، میتوان نتیجه گرفت که آموزش مبتنی بر یادگیری مشارکتی، نقش پررنگ و تأثیر بسزایی در تقویت عوامل انگیزشی دارد. اهمیت جایگزین ساختن روشهای یادگیری تعاملی؛ همچون مشارکتی با روشهای انفرادی و سنتی و نیز توجه به عوامل افزایشدهندة انگیزه در یادگیری آموزش زبان فارسی بهعنوان زبان دوم، از رهیافتهای مطالعة حاضر بهشمار میروند. | ||
| کلیدواژه‌ها | ||
| یادگیری مشارکتی؛ یادگیری سنتی؛ مدل نظام خودانگیزشی دورنیه؛ فارسی آموزان غیرایرانی | ||
| عنوان مقاله [English] | ||
| The effect of Cooperative Learning on Motivational Variables in Teaching Persian as a Second Language | ||
| نویسندگان [English] | ||
| Zohreh Sedighifar1؛ Zahra Hoseini2 | ||
| 1Assisstant Professor in Teaching Persian Language, Imam Khomeini International University, Qazvin, Iran. | ||
| 2Corressponding author, Assistant Professor in Department of Persian Language and Literature Education, Farhangian University of Tehran, Iran. | ||
| چکیده [English] | ||
| In the 21st century, educational methods have pushed learners towards interactive and cooperative learning, and looking at the research, it is clear that one of the most effective learning methods in this regard is cooperative or interactive learning. Cooperative learning is a method in which language learners, in small groups, learn course content with each other’s help and evaluate their current knowledge through exchanging opinions and dialogue. This critical issue can be raised: what are the methods of increasing learning motivation in language learners, and what solutions can be taken to pay special attention to psychological issues involved in learning and educational issues? Looking at the conducted studies, it is obvious that one of the most effective learning methods in this regard is cooperative or interactive learning. Cooperative learning is a method in which language learners learn the lesson content with the help of each other and evaluate their current knowledge through exchanging opinions and dialogue with each other. Harvey (1986) states that the main core of cooperative learning is providing suitable environments for interacting learning members with each other. Cooperative learning tries to make the learner understand that the teacher is not the only source of knowledge and information; Rather, he can be effective in learning and solving his educational problems. The basis of cooperative learning theory is a foundation of various theories of sociology, psychology, political science, economics, and other branches of social sciences. Therefore, Johnson & Johnson( 2009) introduce cooperative learning as a method that includes the richest theoretical, practical, and research basis. Extended Abstract: Introduction According to some experts, many factors involved in learning a second/foreign language play their role due to the existence of a psychological-emotional factor, i.e. motivation. Therefore, it is necessary to be aware of the methods through which one can help to strengthen the motivation of language learners in language education. Several factors affect the motivation of progress. One of these factors is the teaching-learning category. Knowledge and awareness of language teachers regarding learning-teaching theories and teaching methods is of particular importance, because in addition to educational strategies and evaluation, the teacher must be aware of the methods that improve the progress of the important factor of motivation. so that he/she can improve the learning of language learners by using them. On the other hand, language teaching is considered as a profession in the current century. In order to perform this profession, there are different methods that are in competition with each other and researches have been done to prove their efficiency in this competition. In the 21st century, educational methods have pushed language learners towards interactive and cooperative learning, and looking at the researches, it is clear that one of the most effective learning methods in this regard is cooperative or interactive learning. Cooperative learning is a method in which language learners, by being in small groups, learn course content with each other's help and evaluate their current knowledge through exchanging opinions and dialogue with each other. Researchers states that the main core of cooperative learning is to provide suitable environments for the interaction of learning members with each other. In cooperative learning, efforts are made to make the learner understand that the teacher is not the only source of knowledge and information, but can also be effective in learning and solving educational problems. Now this important issue can be raised that what are the methods of increasing learning motivation in language learners and what solutions can be taken to pay special attention to psychological issues involved in learning in addition to educational issues. In the current research, we are looking to investigate the effectiveness of the cooperative learning method on the variables of attitude to a second language community, self-confidence, interest in second language learning, and The Ideal L2 Self, which are among the variables of Dornyei’s (2005) self-motivation system model in the second language, among non-Iranian Persian learners. In this regard, the following question was formed: - What effect does cooperative learning have on non-Iranian Persian learners’ motivational elements (Attitude to second language community, Self-Confidence, Interest in Second Language Learning, and The Ideal L2 Self)? Metothology The research design is a pre-test and post-test experiment with a control group and consists of the independent variable of collaborative learning and the variables considered from the self-motivational system of second language learning Dornyei (2005) as dependent variables. The statistical population was collected among the International College of Tehran University of Medical Sciences students. Forty-two middle-level Persian language learners were randomly divided into two experimental and control groups. In order to ensure the ability of Persian language learners in reading educational texts, a test was held among language learners who had completed the intermediate level. In this research, four pre-test tools, researcher-made lessons, post-test and motivation questionnaire were used. A pre-test was held in order to measure the Persian language skills of the students and to place them in two control and experimental groups and to start the research process. On the other hand, this pre-test helped the researchers to ensure the uniformity of the language learners. The designed test was a set of questions in two sections: closed text and reading comprehension. The number of language learners at this stage was 46. After analyzing the results of this stage, 4 language learners who scored 25 out of 40 and did not achieve a passing grade were eliminated. And at the end, 42 subjects were considered to carry out the research, and they were randomly divided into two groups of 21 people. Cooperative learning in the experimental group was carried out in four ways: learning persian language with each other, cooperation in teaching, and jigsaw practice and instructional training. Persian language learners in this class were divided into seven groups of three people. Lessons begin with homework as a pre-reading activity. In this way, several questions were designed in relation to the subject of the lesson, which the language learners should think about, consult with each other and answer them orally. In fact, by bringing up the topic of the lesson and presenting the keywords, the teacher helps the language learners to activate whatever they have in their minds about the subject under discussion, so that they can use those materials during teaching and words and structures It introduces the language that may be new to language learners and helps language learners to find the meaning of each word and use their previous knowledge so that their mind is more ready to receive the content and learn the word. find new After the teacher's teaching, the assigned tasks in these groups were done in cooperation with each other, and the groups were asked to write down the work results in a sheet at the end of each task. After completing this method, they participated in individual tests to measure their learning. In the method of cooperation in teaching, each of the groups explained what they had learned in the role of a teacher to the other members of their group according to the teacher's guidance. Other members raised their questions so that there would be no ambiguity. In the guidance method, the teacher would set assignments for the groups to do. These assignments included solving the assignment and discussing the correctness or incorrectness of the answers. In the jigsaw method, the educational materials were divided among the groups and each member was responsible for mastering the section related to him and teaching others. In the control group, in the traditional way and without grouping and the methods that were mentioned above, the teacher had a central role in the class and the language learners did not participate in their learning and there was no interaction and participation from them with the teacher and No more language learners. Like the experimental group, in the control group, at the end of each topic, a test was held individually to measure the learning of each member of the groups. To investigate the research question, Kolmogorov-Smirnov tests were used to check the normality of the distribution of variables, and correlation and regression tests were used to check the relationship between components, and independent t-tests were used to compare components according to the type of teaching. It has been used collaboratively and individually. Also, SPSS.26 software was used for analysis. The results obtained from the research are presented in two parts: descriptive and inferential statistics. Results After the statistical analysis of the data, it was determined that first, according to the average scores in two levels of cooperative and traditional (individual) learning regarding all four components of Ideal L2 Self, interest, attitude, and self-confidence, the average scores of the cooperative learning level were It was more significant than the level of individual learning, which indicates that cooperative learning is more efficient than traditional (individual) learning. The result is consistent with the results of Millis (2010), Olodip and Aowokoy (2010), Smith et al. (2005), and Keramati and colleagues (Keramati et al., 2012). Among the internal studies, it is in line with the findings of Sayyadpour and Sayyadpour (Sayyadpour & Sayyadpour, 2017) and Hasanalizadeh and colleagues (Hasanalizade et al., 2021). Conclusion In the explanation of findings, it can be said that learning language concepts and grammar happens more easily in learning environments based on participation and interaction. In that space, in addition to individual exercises, groups can also help each other in learning, provide the learning model to other group members, and encourage them. Overcome difficult assignments and experience deeper learning. Appropriate teaching method and the use of active methods, which is considered to be a cooperative method, leads to progress in learning, and the present study also showed that this is important not only in It also applies to scientific courses, but also to the discussion of teaching Persian as a second language. Conflict of Interest The authors have no conflict of interest. Acknowledgment We are grateful to Persian language Learners of International College of Tehran University of Medical Sciences, who helped us in this research. | ||
| کلیدواژه‌ها [English] | ||
| Cooperative learning, Traditional learning, Dornye’s self-motivation system model, non-Iranian Persian learners | ||
| مراجع | ||
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