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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 | ||
| مقاله 12، دوره 12، شماره 2 - شماره پیاپی 26، مهر 1402، صفحه 263-286 اصل مقاله (934.05 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] | ||
| Identifying factors affecting the quality of vocabulary learning in Persian textbooks (Case example of three grades of the first period of elementary school) | ||
| 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, by using linguistic methods to examine the lexical status of books from the qualitative research point of view. To collect data both a questionnaire and a library method were used. 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 the first three grades of Persian elementary books. Pictures, listen and tell sections, tell your friends, search and find, games, book reading and reading together have been used to teach new words. The findings of the first question of the research indicate that the number of words in the Persian books that are taught for the first time and the words that are repeated, the teaching vocabulary formation methods, and introduction of additional resources have provided relatively favorable conditions in vocabulary learning. The findings of the second research question also show that it is important that other subjects should be taught to students in order to learn literacy skills and other basic skills needed in education. As a result, the application of the categories suggested in the fundamental transformation of education document and the national curriculum of the Iran is important as a crucial criterion in determining the necessary vocabulary for education in different primary school grades. 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. Learning 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 level 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 a lack of fluency, weakness in phrasing, and lack of sufficient pitch patterns. Reading aloud should be like speaking. Collecting high-frequency words helps in the reading-aloud part. 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 learning new word lists is an important issue to know how common and used they 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 that have a higher frequency of occurrence and are more useful among native speakers should be included in the early stages of education (Nematzadeh, 2017: 11). They need to have a collection to help them learn faster, master fluency in reading, create enough rhythm in speech, use words correctly and appropriately in the right place and position, and choose the right words and sentences with people 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 elementary school. Methodology The method of this research included two parts: sampling from educational texts and comparing vocabulary lists; 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. The prepared questionnaire includes items related to the general information of the respondents, elements and techniques, activities and exercises of the book that affect strengthening students' writing, as well as determining the best teaching methods for this book by teachers. The research design is based on the phenomenological method and a combination with the questionnaire tool. The sampling of the research was done in a purposeful way. Therefore, the best teachers in 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. The 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 primary levels has been analyzed separately, and at the end, the general answer to the research question has been presented. In general, about 980 new words have been taught in this book and about 2955 words have been repeated, in this base ten pictures before the beginning of the teaching of letters and signs. The teaching of vocabulary in this section is done only through listening and speaking, and the reading and writing form of these vocabularies has not been taught. In pictures, consonances listen and say, draw and pictures, see and say, search and find, and reading books have led to better teaching of vocabulary. In the second part, the teaching of signs, using images and pictures, listening and saying sections, telling your friends, searching and finding, games, reading aloud and reading together in teaching the words are used. The second question of the research: According to the approach of the national curriculum of Iran, to realize the ultimate goal of the educational 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 (Secretariat of the Supreme Council of Education, 2013). The document on the fundamental transformation of education and the national curriculum of the Islamic Republic of Iran 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 have made it impossible to define an absolute list of essential words for each grade 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 in elementary school, can be summarized in the following cases. In the first grade of elementary school, following 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 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 elementary school is to prepare a list of vocabulary found in the textbooks of different levels and teach these words in the Persian textbook. 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 elementary school is that basic vocabulary, for learning literacy skills and other basic skills needed in education, other subjects should be taught. According to the approach of the national curriculum of the Islamic Republic of Iran in realizing the ultimate goal of the educational 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). Conclusion The condition of vocabulary learning in Persian books in the first grade 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 tell 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 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 of Iran 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: 340 تعداد دریافت فایل اصل مقاله: 291 |
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