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ارزشیابی پویا دانش کاربرد شناسی: با تکیه بر کنش های گفتاری عذرخواهی و درخواست | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| مقاله 9، دوره 8، شماره 1، فروردین 1397، صفحه 187-206 اصل مقاله (252.02 K) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2018.247058.430 | ||
| نویسندگان | ||
| محبوبه شاهسوار* 1؛ سیدمحمد علوی2؛ محمدحسین نوروزی3 | ||
| 1مدرس مدعو، گروه زبان و ادبیات انگلیسی، دانشکده فنی و مهندسی، دانشگاه تهران | ||
| 2استاد زبانشناسی کاربردی، دانشگاه تهران، دانشکده زبانها و ادبیات خارجه، گروه زبان انگلیسی | ||
| 3استادیار، دانشگاه تهران، تهران، ایران | ||
| چکیده | ||
| ارزشیابی پویا که ریشه در نظریه اجتماعی فرهنگی ویگوتسکی دارد روشی است که همواره مورد توجه محققان بوده است. اما تحقیق‌های قبلی نشان می‌دهد کاربردشناسی در تحقیقات این حوزه کمتر مورد توجه قرار گرفته است. با توجه به اهمیت دانش کاربردشناسی در بهبود توانش ارتباطی زبان آموزان، تحقیق حاضر به بررسی تاثیر ارزشیابی پویا ،الگوی کیک، بر پیشرفت دانش کاربرد شناسی زبان آموزان پرداخته است. به این منظور تعداد 46 دانشجوی رشته مهندسی دوره کارشناسی دانشگاه تهران به صورت انفرادی به روش ارزشیابی پویا مورد آزمون قرار گرفتند. این آزمون سه نمره واقعی، مداخله و نمره توان بالقوه یادگیری در برداشت. به منظور تحلیل داده‌ها از ازمون تی جفتی و تحلیل واریانس یک متغیره استفاده شد. نتایج نشان داد ارزشیابی پویا تاثیر مثبتی بر دانش کاربردشناسی زبان آموزان دارد و نمرات افراد تحت تاثیر مداخله است و نه سطح زبانی زبان آموزان. نتایج حاصل از این تحقیق می تواند در امر ارزشیابی، تدریس و یادگیری کنش های گفتاری عذرخواهی و درخواست مورد استفاده قرار گیرد. | ||
| کلیدواژه‌ها | ||
| ارزشیابی پویا؛ کاربرد شناسی؛ منطقه مجاور رشد؛ کنش گفتار؛ عذرخواهی؛ درخواست | ||
| عنوان مقاله [English] | ||
| Dynamic Assessment of Pragmatic Competence: A case of speech acts of Apology and request | ||
| نویسندگان [English] | ||
| Mahboube Shahsavar1؛ Sayyed Mohammad Alavi2؛ Mohammad Hussein Norouzi3 | ||
| 1Instructor, English language and literature department, faculty of engineering, tehran, Iran | ||
| 2Professor of Applied Linguistics, English Department, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran | ||
| 3Assistant Professor, University of Tehran, Tehran, Iran | ||
| چکیده [English] | ||
| Dynamic assessment (DA) having root in Vygotsky’s sociocultural theory of mind has been investigated by many researchers. However, DA of pragmatics has not been much researched. Considering the important role of pragmatic competence in promoting learners’ communicative competence, the current study examined the effectiveness of dynamic assessment, cake model, on the development of learners’ pragmatic competence. To conduct the research a number of 46 MSc students of engineering, studying at the University of Tehran, were assessed dynamically. The assessment provided three scores: actual score, mediated score, and learning potential score (LPS). In order to analyze the data, paired sample t-test and univariate analysis of variance were run. The results showed that DA had a positive effect on learners’ knowledge of the speech acts of apology and request. The results also showed that there was no interaction between learners’ scores and their proficiency levels. The findings of the research can be used in teaching, assessing and learning the speech acts of apology and request. | ||
| کلیدواژه‌ها [English] | ||
| Dynamic Assessment, Pragmatics, ZPD, speech act, apology, request | ||
| مراجع | ||
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