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معرّفی بازبینة ابداعی تحلیل آموزش نگارش دانشگاهی بر بنیاد روش تکلیف‌محور (مطالعة موردی: جلد پنجم آموزش نوین زبان فارسی) | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 9، دوره 12، شماره 1 - شماره پیاپی 25، فروردین 1402، صفحه 167-198 اصل مقاله (1.93 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2024.19266.1643 | ||
| نویسندگان | ||
| آرزو امین خندقی1؛ احسان قبول* 2؛ ادموند هرزیگ3؛ محمد تقوی4 | ||
| 1دکتری زبان و ادبیات فارسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 2نویسندۀ مسئول، استادیار گروه زبان و ادبیات فارسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 3استاد ایران‌شناسی، دانشگاه آکسفورد، آکسفورد، انگلستان. | ||
| 4دانشیار گروه زبان و ادبیات فارسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| تاریخ دریافت: 07 شهریور 1402، تاریخ بازنگری: 08 بهمن 1402، تاریخ پذیرش: 20 شهریور 1402 | ||
| چکیده | ||
| نگارش دانشگاهی برای دانشجویان غیرفارسی‌زبان، مهارتی مهم است و روش تکلیف‌محور، یکی از روش‌های کارآمد در آموزش زبان بهشمار می‌آید. از این‌رو، بررسی وضعیت آموزش آن در منابع آموزشی ضروری است. یکی از اقدامات مهم برای آسیب‌شناسی آموزش مهارت نگارش دانشگاهی، بررسی منابع آموزشی بر اساس روش‌های کارآمد و با استفاده از بازبینه‌های برگرفته از این روش‌ها است. با وجود این اهمیت، تاکنون بازبینه‌ای مستقل برای بررسی و تحلیل نقادانة منابع آموزش نگارش دانشگاهی تدوین و طراحی نشده است؛ بنابراین هدف این پژوهش، طراحی بازبینه‌ای برای ارزیابی مهارت نگارش دانشگاهی در کتاب‌های آموزش زبان است که در این راستا، جلد پنجم مجموعة آموزش نوین زبان فارسی، برای ارزیابی بر پایة این بازبینه برگزیده شده است. برای دستیابی به این هدف، پس از تبیین نگارش دانشگاهی و اصول روش تکلیف‌محور، برای نخستینبار بازبینه‌ای شش‌شاخصی؛ شامل اصول کلی روش تکلیف‌محور، چرخةتکلیف، تمرکز بر دستور، ابعاد و ویژگی‌های مختلف تکلیف، انواع تکالیف و استفاده از تکالیف نوشتاری طراحی شد؛ سپس انواع تکالیف جلد پنجم کتاب آموزش نوین زبان فارسی، به سه دستة تکالیف مستقیم نگارشی، غیرمستقیم نگارشی و بی‌ارتباط به نگارش تقسیم‌بندی شد و تکالیف مستقیم و غیرمستقیم نگارشی، استفاده از شاخص‌های بازبینة ابداعی تحلیل شد. دستاورد این پژوهش، طراحی و ابداع بازبینة تحلیل آموزش نگارش دانشگاهی، بر بنیاد روش تکلیف‌محور بر اساس منابع اصلی و به‌روز این حوزه از دانشآموزش زبان و نیز نقد و ارزیابی یکی از کتاب‌های رایج آموزش زبان فارسی به غیرفارسی‌زبانان در داخل و خارج از کشور است. بازبینة موردنظر و روش نقد منبع یاد شده را می‌توانیم در ارزیابی دیگر کتاب‌های آموزش زبان بهکار بندیم. یافته‌های این جستار نشان می‌دهد؛ منبع مورد مطالعه، از نظر مطابقت با روش تکلیف‌محور، در سطح متوسط قرار دارد. | ||
| کلیدواژه‌ها | ||
| بازبینه؛ ارزیابی؛ نگارش دانشگاهی؛ آموزش نوین زبان فارسی؛ روش تکلیف‌محور | ||
| عنوان مقاله [English] | ||
| An Introduction to the Academic Writing Education Analysis Innovative Review according to the Task-Based Method (Case Study: The Fifth Volume of Modern Persian Language Teaching) | ||
| نویسندگان [English] | ||
| Arezu Aminkhandaghi1؛ Ehsan Ghabool2؛ Edmond Herzig3؛ Mohammad Taghavi4 | ||
| 1Ph.D of Language and Persian Literature, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 2Corresponding Author, AssociateProfessor, Faculty of Humanities, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 3Professor of Iranian studies, Oxford University, Oxford, England. | ||
| 4AssociateProfessor, Faculty of Humanities, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| چکیده [English] | ||
| Academic writing is a basic skill for non-Persian speaker students, and the task-based method is one of the up-to-date and efficient methods in language teaching. Therefore, in order to improve this skill, it is necessary to examine its teaching status. An important measure for the critical survey of teaching academic skills is to examine source books. Despite its importance, no independent review has been devoted to study and critically analyze the academic writing teaching sources, so far; Therefore, the purpose of this research is to develop a review to evaluate these sources for which the fifth volume of Modern Persian Language Teaching book series was selected. After explaining academic writing and the principles of the task-based method, a multi-index review was designed; Then, all types of tasks in the above said book were analyzed into three categories: direct writing tasks, indirect writing tasks, and non-related writing tasks. Its direct and indirect writing tasks were analyzed using the innovative review indexes. The result of this research is a review, designed and invented to analyze academic writing education according to the task-based method based on the main and up-to-date sources of the field of language teaching knowledge, as well as criticism and evaluation of one of the common books in teaching Persian. We can generalize the intended review and the mentioned course criticism method to other language teaching books. The findings of this research show that the studied source is at an average level in terms of compliance with the task-based method. Extended Abstract: Introduction The acquisition of academic writing skills is crucial for Persian university students, particularly for non-Persian speaking individuals and the task-based method is one of the efficient methods in language teaching. Consequently, duo to the necessity and importance of academic writing it becomes imperative to analyze and investigate educational resources catering to this essential skill as a key aspect of the educational process. This study undertakes an in-depth examination and critical survey of the current teaching practices of Persian academic writing to non-Persian speakers, with a specific focus on evaluating the available educational resources. Drawing upon the effectiveness and efficiency of the task-based method in language teaching, a dual approach is recommended. First, the pedagogical principles and strategies of the task-based method should be integrated into educational resources. Second, educational content producers and instructors should apply appropriate methods derived from task-based method to enhance the quality of language education. Continuous evaluation and review of educational resources and teaching methods, utilizing reviews derived from efficiency methods like task-based method, are essential for identifying and rectifying potential deficiencies. Academic writing is one of the seven elements of academic literacy (reading, writing, listening, speaking, critical thinking, use of technology and habits of mind) that fosters academic success, primarily due to its emphasis on accuracy and impartiality, setting it apart from general writing. task-based method, supported by Prabhu, emerges as an efficient approach for teaching academic writing, relying on four fundamental language assumptions: (1) language as a medium for conveying meaning, (2) utilization of multiple language patterns (structural, role-based, and interactive) in task-based teaching, (3) vocabulary's fundamental role in language use and acquisition, and (4) conversation as the central focus and basis for language learning. Within this language teaching approach, language learning is primarily facilitated through communicative and meaningful tasks, prioritizing the accurate and fluent use of language rather than solely focusing on grammatical correctness. Central to this approach is the fundamental premise that language acquisition is enhanced when learners engage with real-life contexts, as opposed to adhering solely to the principles of formal grammar rules within the classroom. The task-based method, at the core of this approach, places emphasis on the subject matter of the task itself. A task is defined as a structured plan wherein learners practically engage with language to achieve measurable outcomes that assess the conveyance of accurate and appropriate content. Furthermore, these tasks aim to elicit language usage resembling that of real-world situations, encompassing diverse standards, frameworks, and language varieties. Despite the significance and necessity of compiling reviews based on up-to-date and reliable sources of task-based teaching which has the capacity to criticize and assess, no comprehensive review has been conducted regarding the teaching of Persian academic writing to non-Persian speakers. This article fills this research gap by presenting a review of language teaching books focusing on academic writing skills, employing the principles and techniques of task-based method. The evaluation and criticism specifically target the fifth volume of Modern Persian Language Teaching book series. The research questions guiding this study encompass: (1) the characteristics of academic writing skill review in language teaching texts according to the task-based approach, and (2) the extent to which the selected educational resource aligns with the principles and techniques of TBA applying the aforementioned review. Methodology To address the first question, a questionnaire encompassing six indicators is developed based on available sources and various expert perspectives on task-based method. The indicators and characteristics are then validated through a questionnaire administered to 20 (more than two years) experienced Persian language teaching lecturers from Ferdowsi University of Mashhad's Persian language teaching center for non-Persian speakers. The final stage involves seeking approval from seven experts. To address the second question, the book's tasks are categorized into three types: direct writing tasks, directly related to writing skills (summary, essay and story writing), indirect tasks, indirectly related to writing skills (reading a text and answering questions or reading a text and writing answers to its grammar exercises), and tasks unrelated to writing skills (pronunciation exercises et.). After excluding tasks from the third category, the direct and indirect writing tasks from the fifth book are individually collected and analyzed based on the review's criteria and data. The data related to direct and indirect writing tasks are subsequently compared using a chi-square test. Discussion In this research study, a novel approach was taken to assess the effectiveness of Persian language teaching textbooks in academic writing using the task-based approach. Specifically, the fifth book of Modern Persian Language Learning was chosen as the subject of analysis and review. To address the first research question, an innovative comprehensive review, developed by the researchers, drew upon theoretical sources and expert opinions was designed in six key areas: general principles of task-based method, task cycle, focus on grammar, task dimensions and characteristics, task types, and utilization of written tasks. This reviewer then evaluated and analyzed the book's direct and indirect writing tasks based on this research design. For the second research question, the fifth book was examined in detail. Initially, all the components within each of the six indices were recorded for frequency analysis. Averaging these frequencies yielded the percentage representation of each index within the total number of direct and indirect writing tasks. An aggregated number was then calculated by summing up the averages for each indicator within the direct tasks, as well as for the indirect tasks. Subsequently, the frequency percentage of these indicators was determined by considering the proportion of direct or indirect tasks in relation to the entire book. This analysis resulted in the overall frequency of these indicators within both categories of tasks across the entire book. Conclusion The findings reveal that the fifth volume of Modern Persian Language Learning book series demonstrates a 47.68% conformity with task-based method (direct tasks: 23.20%, indirect tasks: 45.27%). Overall, the book performs at an average level in terms of quality, considering its alignment with task-based method 's components and principles for teaching academic writing. However, deficiencies are observed, particularly in direct writing tasks, which are crucial for enhancing writing skills. It is important to note that the fifth book serves as a general Persian learning resource, encompassing various aspects beyond solely writing instruction. Therefore, the observed level of conformity in the writing section with task-based method can be reasonably justified and appropriate. Conflict of Interest No conflicts of interest are disclosed by the authors. Acknowledgment We would like to express our gratitude to Imam Khomeini International University for providing financial support for this study. | ||
| کلیدواژه‌ها [English] | ||
| review, evaluation, academic writing, modern Persian language learning, task-based method | ||
| مراجع | ||
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