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بررسی میزان اثر مواد درسی برگرفته از زبانشناسی شناختی بر آموزش حروف اضافه انگلیسی در کلاس درس زبان آموزان EFL | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| مقاله 8، دوره 9، شماره 4، بهمن 1398، صفحه 1205-1228 اصل مقاله (948.38 K) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2019.289695.684 | ||
| نویسندگان | ||
| یاسین کارگر* 1؛ فردوس آقاگل زاده2 | ||
| 1دانشجوی دکتری زبان شناسی، دانشگاه تربیت مدرس، تهران، ایران | ||
| 2دپارتمان زبانشناسی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران | ||
| چکیده | ||
| حرف اضافه، اگرچه بخش نسبتا‌ً کمی از زبان را شامل می‌شود اما در عین حال نقش اساسی و مهمی را ایفا می‌کند. نظر به اینکه میزان به‌کارگیری حروف اضافه در کتب درسی دوره متوسطه زیاد است؛ گاه دانش‌آموزان از تلاش برای یادگیری آن‌ها باز می‌مانند و موفقیت کم‌رنگ‌تری از استفاده آن حروف در کاربردهای روزمره حاصل می‌شود. در این مقاله با بهره‌گیری از روش شبه تجربی به منظور بررسی تاثیر آموزش الهام گرفته از زبانشناسی شناختی بر یادگیری حروف اضافه زبان انگلیسی in، on و at پرداخته شده است. آزمودنی‌ها متشکل از دو گروه (n=44)، بودند. گروه شناختی اسلایدهای تصویری حاوی ابزارهای ادراکی و شناختی، در حالی که گروه سنتی مواد آموزشی به شیوه سنتی دریافت کرد. با وجود اینکه گروه شناختی به طور قابل‌توجهی در پس‌آزمون عمل کرد، اما اثر مثبت آموزش به سبک شناختی تا زمان اجرای پس‌آزمون باتاخیر آشکار نشد. یافته‌های مربوط به نتایج نمره‌های افراد نشان می‌دهد که گروه شناختی به طور قابل‌توجهی بهتر از گروه سنتی در پس‌آزمون بلافاصله و باتاخیر عمل کرد. | ||
| کلیدواژه‌ها | ||
| حروف اضافه انگلیسی؛ زبانشناسی شناختی؛ مفهوم سازی؛ پیکربندی فضایی؛ تحلیل شبکه چندمعنایی | ||
| عنوان مقاله [English] | ||
| To study the effect of cognitive linguistics on teaching English prepositions in the EFL classroom | ||
| نویسندگان [English] | ||
| Yasin Kargar1؛ ferdows aghagolzadeh2 | ||
| 1Yasin Kargar, Ph.D. Student of Cognitive Neuroscience, University of Tarbiat Modares, Tehran, Iran | ||
| 2department of linguistics, faculty of humanities, University of Tarbiat Modares, Tehran, Iran | ||
| چکیده [English] | ||
| English prepositions possess only a small proportion of language but play an important role. Despite their frequently use in English textbooks for secondary school, students fail to acquire them and often show low achievements in using prepositions properly. In this paper, we use a quasi-empirical study to examine the effect of cognitive-inspired instruction on learning in, on, and at, which are known to pose tremendous difficulty to English language learners due to their language-specific features and polysemous nature. The participants were learners at several schools in Saqez province. They were divided into cognitive and rule group. The cognitive group was presented with pictorial representations of the prepositions and cognitive tools used to motivate non-spatial uses, while the rule group received materials based on rules. Although the cognitive group was significantly improved in the post-test, the positive effect did not last until the delayed post-test. On the other hand, the rule group gained little progress in the immediate post-test, but the performance of the group dropped significantly in the delayed post-test. | ||
| کلیدواژه‌ها [English] | ||
| English prepositions, cognitive linguistics, conceptualization, spatial configurations, polysemy network analyses | ||
| مراجع | ||
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