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شناسایی عوامل تاثیرگذار بر کیفیت‌بخشی واژه آموزی در کتاب های درسی فارسی (نمونه موردی سه پایۀ دورۀ اول ابتدایی) | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| دوره 12، شماره 2 - شماره پیاپی 26، مهر 1402، صفحه 263-286 اصل مقاله (931.05 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2024.20324.1667 | ||
| نویسندگان | ||
| محمدرضا پاشایی* 1؛ سید مهدی موسوی2؛ فرزانه یعقوبی راد3 | ||
| 1نویسنده مسئول، دانشیار گروه زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران، ایران. | ||
| 2استادیار گروه زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران، ایران. | ||
| 3دانش آموخته دکتری برنامهریزی و مدیریت فرهنگی، دانشگاه آزاد اسلامی خوراسگان، اصفهان، ایران. | ||
| تاریخ دریافت: 23 اردیبهشت 1403، تاریخ بازنگری: 01 تیر 1403، تاریخ پذیرش: 27 تیر 1403 | ||
| چکیده | ||
| هدف از پژوهش حاضر، شناسایی عوامل تاثیرگذار بر کیفیت‌بخشی واژه‌آموزی در کتاب‌های درسی فارسی است. روش این پژوهش شامل دو بخش فیش‌برداری از متون آموزشی و مقایسه‌ی فهرست‌های واژگانی می‌باشد که به طور خاص، از روش‌ها و شیوه‌های زبانشناسی پیکرهای برای بررسی وضعیت واژگانی کتاب‌ها از نظرگاه تحقیق کیفی استفاده شده است. روش گردآوری اطلاعات هم پرسشنامه و هم کتابخانه‌ای بود. با توجه نتایج تحلیل داده‌های مربوط به سوال اول، در فارسی سه پایۀ دورۀ اول ابتدایی حدود 980 واژه جدید، مورد آموزش قرار گرفته و حدود 2955 واژه تکرار شده است،. یافتههای سوال اول پژوهش بیانگر این است که، تعداد واژه‌ها در کتاب‌های فارسی دوره ابتدایی که برای اولین‌بار آموزش داده می‌شود و واژه‌هایی که تکرار می‌شوند، این تعداد از واژگان و به همراه آموزش روش‌های واژه‌سازی و معرفی منابع تکمیلی، شرایط نسبتاً مطلوبی در واژه‌آموزی، فراهم کرده است. یافتههای سوال دوم پژوهش نیز بیانگر این مهم است که، واژگان پایه و اساسی، برای فراگیری مهارت‌های سوادآموزی و سایر مهارت‌های پایه‌ای مورد نیاز در آموزش آموزش داده شود. یافتههای این سوال پژوهش بیانگر این است که، وضعیت مطلوب واژه‌آموزی در دوره ابتدایی به این صورت است که، واژگان پایه و اساسی، برای فراگیری مهارت‌های سوادآموزی و سایر مهارت‌های پایه‌ای مورد نیاز در آموزش، دروس دیگر باید به دانش‌آموزان آموزش داده شود. | ||
| کلیدواژه‌ها | ||
| واژه‌آموزی؛ راهبردهای واژه‌آموزی؛ واژگان پایه؛ واژگان پربسامد | ||
| عنوان مقاله [English] | ||
| Your Title Goes Here: Please Use a Short Informative Title Capitalise the Initial Letter of Every Content Word | ||
| نویسندگان [English] | ||
| mohamadreza pashaei1؛ Mahdi Mousavi Mirkelaei2؛ Farzaneh Yaaghoubi Rad3 | ||
| 1Corresponding author, Department of Persian Language and Literature, Farhangian University, Tehran, Iran. | ||
| 2Department of Persian Language and Literature, Farhangian University, Tehran, Iran. | ||
| 3Ph.D, cultural planning and management, Khorasgan Islamic Azad University, Isfahan, Iran. | ||
| چکیده [English] | ||
| The purpose of this research is to identify the factors influencing the quality of vocabulary learning in Persian textbooks. The method of this research includes two parts: sampling from educational texts and comparing vocabulary lists, specifically, from the methods and methods of body language to examine the lexical status of books from the research point of view. Qualitatively used. The data collection method was both a questionnaire and a library. According to the results of the data analysis related to the first question, about 980 new words have been taught and about 2955 words have been repeated in Persian for the first three grades of the first year. The findings of the first question of the research indicate that the number of words in the Persian books of the primary period that are taught for the first time and the words that are repeated, this number of words and along with the education Vocabulary methods and introduction of additional resources have provided relatively favorable conditions in vocabulary learning. The findings of the second question of the research also show that it is important to teach basic vocabulary to learn literacy skills and other basic skills needed in education. The findings of this research question indicate that the favorable condition of vocabulary learning in the elementary school is that the basic vocabulary for learning literacy skills and other basic skills needed in education, lessons Students should be taught more. Extended Abstract: Introduction It is undeniable that the speakers of any language prefer some words to others or avoid using some words in their daily speech. Words that are used more than other words are called high-frequency words. Achieving all aspects of a language is impossible, so educational planners and teachers have to select the content of training courses according to the time constraints and also the position of the learners. Readers need to recognize 95% of the words in the text. (Adams, 2016: 218). Teachers are looking for their students to read better, but they don't have the opportunity to learn enough. As a result, they emphasize high frequency words. These words include 50% of our communication. Frequent words are the most important words in different texts. Conflict in word recognition takes our attention away from the original meaning and slows down the reading speed, which will result in lack of fluency, weakness in phrasing, and lack of sufficient pitch patterns; Reading aloud should be like speaking. Collecting high frequency words helps in oral reading. In teaching children, collecting high-frequency words improves reading skills. The purpose of reading is to read fluently and read automatically, which is accompanied by correct and quick word recognition, correct rhythm, accent, and phrasing in the text. The reading process has two levels: recognizing the word and understanding it. The difficulty in recognizing the word correctly affects our ability to understand what we read (Sanaati, 2013: 65). For those who do not speak the standard language of Iran, the choice of words in the new word is an important issue; To know how common and used the selected words are in linguistic contexts. In the field of Persian language education, it should be noted that the frequency of occurrence of words in daily applications is limited; Because words should be included in the early stages of education that have a higher frequency of occurrence and are more useful among native speakers (Nematzadeh, 2017: 11). In order to teach faster, fluency in reading, creating enough rhythm and rhythm in speech and using words correctly and appropriately in the right place and position, choosing the right words and sentences with people, they need to have a collection to help them. They in times of need and dealing with troublesome situations. Therefore, in this research, we tried to analyze the vocabulary learning strategies in the Persian textbooks of the elementary school. Methodology The method of this research included two parts: sampling from educational texts and comparing vocabulary lists, and specifically, corpus linguistics methods were used to check the lexical status of books. The interview method is also used. Therefore, the current research is qualitative research in terms of type. The prepared questionnaire includes items related to the general information of the respondents, elements and techniques, activities and exercises of the book that have an effect on strengthening students' writing, as well as the best teaching methods for this book by teachers. Was. The research design is based on the phenomenological method and a combination with the questionnaire tool. Sampling of the research was done in a purposeful way. Therefore, the best teachers of the province, heads of educational groups and experts in this field were selected as the statistical population. The basis of the adequacy of the sample in this section is the saturation of the opinions of the subjects. Categorization method was used to analyze the obtained data. Results The first question of the research was to what extent the situation of vocabulary learning in the Persian books of the elementary school corresponds to the students' language learning needs. In answering this question, the condition of the words used in the Persian book of each of the first to third educational levels has been analyzed separately, and at the end, the general answer to the research question has been presented. According to the data of table number (5-1-2), in general, about 328 new words have been taught in this book and about 454 words have been repeated, in this base ten pictures before the beginning of the teaching of letters and signs. There is that the teaching of vocabulary in this section is done only through listening and speaking, and the reading and writing form of these vocabulary has not been taught. In the section of pictures, consonances, listen and say, pictures and pictures, see and say, search and find, and reading books has led to better teaching of vocabulary. In the second part, the teaching of signs, using images and pictures, listen and tell sections, tell your friends, search and find, games, reading books and reading together in teaching the words used. is placed The second question of the research: According to the approach of the national curriculum of the Islamic Republic of Iran, in order to realize the ultimate goal of the education system and to achieve the flourishing of the divine nature, five elements of science, thinking, faith, ethics and action are considered and four areas (self, creation, creation and creator) are considered. attention (Secretariat of the Supreme Council of Education, 2013). The document on the fundamental transformation of education and the national curriculum of the Islamic Republic is an important criterion in determining the necessary vocabulary for education in academic courses. The aliveness of the language and the creation and birth of new words has made it impossible to define an absolute list of essential words for each grade level and accurately determine the desired situation based on that. Therefore, the favorable situation of word learning, according to the answers of the interviewees, research articles and the issues raised in the guide for teaching Persian lessons of the elementary school, can be summarized in the following cases. In the first grade of elementary school, in accordance with the formation of reading and writing literacy and the teaching of signs and letters of the Persian alphabet, appropriate vocabulary should be selected and taught in the correct and attractive ways. According to the changes in communication methods, it is better to use words related to the world of science and technology and to teach basic words for using electronic communication devices. In the second grade, the scope of learning vocabulary should be gradually expanded and the possibility of teaching other subjects and teaching basic life skills should be provided. In the third grade, according to the change and development of communication and linguistic needs of students, the level and variety of words should be increased and the possibility of learning international words widely used in the world of science and technology should be provided. Another thing that can be considered in identifying the optimal condition of vocabulary learning in the Persian textbook of the elementary school is to prepare a list of vocabulary found in the textbooks of different levels and teach these words in the Persian textbook. be placed The third question of the research: What is the optimal situation of word learning strategies in Persian textbooks of the elementary school? The findings of this research question indicate that the favorable condition of vocabulary learning in the elementary school is that basic and basic vocabulary, for learning literacy skills and other basic skills needed in education, other subjects should be Students should be taught. According to the approach of the national curriculum of the Islamic Republic in realizing the ultimate goal of the education system and achieving the flourishing of the divine nature and paying attention to the five elements of science, thinking, faith, ethics and action as well as four areas (self, creation, creation and creator). Vocabulary should be taught in education. Conclusion The condition of vocabulary learning in Persian books of the first year of elementary school is to a large extent favorable and appropriate to the needs of students' literacy and skill learning. Vocabulary needed in learning different subjects is taught to students. In teaching vocabulary, there are appropriate strategies, such as the use of attractive texts containing educational and moral points, suitable illustrations, diversifying exercises, word formation, listen and say sections, tell your friends, search and find, games, shows. and anecdotes have been used and lessons have been organized in useful and necessary educational areas. Due to the rapid changes in social life and the development of science and technology, the vocabulary needed by students is constantly changing and should be changed according to the changes and needs of students today and in the future. Reading and writing skills and meta-linguistic skills (thinking, criticism and analysis) should be taken into consideration at the same time. The document of the fundamental transformation of education and the national curriculum of the Islamic Republic should be considered as an important criterion in determining the necessary vocabulary for education in academic courses. Conflict of Interest This research has no conflict of interest with any previous research. | ||
| کلیدواژه‌ها [English] | ||
| word learning, word learning strategies, basic words, high frequency words | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 70 تعداد دریافت فایل اصل مقاله: 41 |
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