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یادگیری ویژگی های زمان آینده در زبان انگلیسی توسط تک زبانه های فارسی و دو زبانه های فارسی-کردی: یک مطالعه ی زایشی | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| دوره 10، شماره 3، آبان 1399، صفحه 542-557 اصل مقاله (884.18 K) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2020.293047.747 | ||
| نویسندگان | ||
| رضا خانی1؛ سارا حقی* 2 | ||
| 1دانشیار آموزش زبان انگلیسی، دانشکده علوم انسانی، دانشگاه ایلام، ایلام، ایران | ||
| 2دانشجوی دکتری آموزش زبان انگلیسی، دانشکده علوم انسانی، دانشگاه ایلام، ایلام، ایران | ||
| چکیده | ||
| این پژوهش به‌بررسی ویژگی‌های نحوی (Syntactic features) زمان آینده بین زبان‌آموزان تک‌زبانه فارسی و دو زبانه فارسی- کردی که قصد فراگیری زبان انگلیسی را داشتند، بر پایه نظریه‌های زایشی (Generative theories) زبان دوم و سوم پرداخته است. برای این منظور 36 زبان‌آموز تک‌زبانه فارسی و 36 زبان‌آموز دو زبانه فارسی- کردی در فرایند پژوهش شرکت کردند. در ابتدا، آزمون تعیین سطح آکسفورد (Oxford Placement Test) از این افراد به‌عمل آمد و بر اساس نتایج به‌دست آمده از آن، زبان‌آموزان به‌سه‌گروه متوسط (Intermediate)، متوسط به‌بالا (Upper-intermediate)، و پیشرفته (Advanced) گروه‌بندی شدند. پس از آن، اینان، در هر سطح، در دو آزمون قضاوت دستوری و ترجمه شرکت کردند، تا دانش زبانی آن‌ها در رابطه با ویژگی‌های نحوی ساخت زمان آینده؛ ارزیابی شود. در پایان، داده‌های گردآوری شده از طریق آزمون‌های فوق بر پایه نظریه‌های زایشی مورد بررسی قرار گرفت. نتایج نشان داد که شرکت‌کنندگان در هر دو گروه با مشکل فراگیری ویژگی‌های نحوی زمان آینده روبرویند. زیرا زبانهای قبلی آن‌ها، فاقد نشانه‌های زمان آینده در زبان مقصد (زبان انگلیسی) است. به‌دلیل این فقدان، فراگیران زبان انگلیسی در مراحل اولیه یادگیری، با معضل به‌کارگیری زمان آینده به‌شکل صحیح روبرویند. اما با نزدیکتر‌شدن به‌سطوح پیشرفته، آن‌ها به‌تدریج توانایی بیشتری برای تولید جمله‌های درست زبان مقصد را پیدا می‌کنند. به‌عبارتی، از آنجایی که هر دو زبان کردی و فارسی، فاقد مشخصة معین برای بیان زمان آینده‌اند، فراگیران برای یادگیری مهارت استفاده از زمان آینده با مشکل مواجه خواهند بود. | ||
| کلیدواژه‌ها | ||
| فرضیه ی انتقال کامل دسترسی کامل؛ فرضیه ی کسری بازنمایی؛ دستور زبان جهانی؛ مرحله ی اولیه؛ مرحله ی آخر | ||
| عنوان مقاله [English] | ||
| The acquisition of future tense properties by Iranian Persian monolingual and Kurdish-Persian Bilingual learners of English: A generative study | ||
| نویسندگان [English] | ||
| Reza Khany1؛ Sara Haghi2 | ||
| 1faculty of English language and literature | ||
| 2Department of humanities, Ilam university | ||
| چکیده [English] | ||
| The present study examined the acquisition of the syntactic features of future tense by Persian monolingual speakers and Kurdish-Persian bilingual learners of English in light of the prediction made by several second language (L2) and third language (L3) generative theories. To this end, 36 Persian monolinguals and 36 Kurdish-Persian bilingual learners of English took part in the study. At first, the participants took an Oxford Placement Test (OPT) based on which they were assigned to three groups, namely, intermediate, upper-intermediate, and advanced with regard to their English Language Proficiency. Then, they received a grammatical judgment test (GJ) and a translation test (TT). The results revealed that the contributors of the study in both groups faced difficulties acquiring syntactic features of future tense since their former languages lack the same feature. According to the results, the inconvenience learners struggle with is much more noticeable at the early stages of English learning. As the participants got closer to advanced levels, they gradually build the ability to produce more target like productions. The findings also demonstrated that since both Kurdish and Persian speakers have a lack of specific syntactic features for expressing future tense, they face difficulties acquiring the same feature in English. | ||
| کلیدواژه‌ها [English] | ||
| full access full transfer hypothesis, representational deficiency hypothesis, universal grammar, initial state, end state | ||
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| مراجع | ||
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