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Integrating Questioning and Task Planning: Does it work for EFL Oral Production? | ||
Journal of Language Horizons | ||
مقاله 3، دوره 3، شماره 2 - شماره پیاپی 6، مهر 2019، صفحه 57-78 اصل مقاله (1.14 M) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2020.27455.1167 | ||
نویسندگان | ||
Mohamad Reza Mollahosseiny1؛ Davood Mashhadi Heidar* 2 | ||
1PhD Candidate, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran | ||
2Assistant Professor, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran | ||
چکیده | ||
Although the role of task planning conditions affecting EFL learners’ oral performance has been of investigators’ enduring concern, to the best of our knowledge, no study so far has investigated the influence of planning time in combination with a cocktail of questioning instruction on the oral performance in EFL settings. The present study thus examined the combined impact of pre-task planning and questioning instruction on the accuracy and complexity of Iranian EFL learners' oral presentation of intermediate learners of English at a private language institute in Mazandaran. Drawing on Bloom's taxonomy of higher order questions (HOQs), a pretest posttest quasi-experimental design was utilized. Initially, three groups including a control and two experimental groups engaged in pre-intervention oral tasks and performed the post-intervention oral tasks ensuing rehearsal planning plus HOQs (EX1), strategic planning in addition to HOQs (EX2), and no planning condition along with HOQs (CG) instructions. Results pointed to the positive impact of pre-task planning integrated with HOQs on the complexity as well as accuracy of oral narrative tasks. More specifically, engaging in rehearsal planning condition plus HOQs proved to be optimal for inducing better results in EFL learners’ oral production in terms of all three measures of performance. Accordingly, the findings rejected a conflict between complexity and accuracy in that both of them were found to have increased simultaneously. Finally, drawing on the outcomes of the investigation, it is proposed that in order for task-based instruction to more beneficially contribute to EFL learners' task performance, a more flexible view of implementing TBLT needs to be merged with other influential educational factors including thinking skills which have proved to be fruitful in the present study. | ||
کلیدواژهها | ||
Rehearsal Planning؛ Strategic Planning؛ Speaking؛ Accuracy؛ Complexity | ||
عنوان مقاله [English] | ||
تاثیر تلفیق برنامهریزی درسکار و پرسشگری: آیا این کار بر عملکرد کلامی فراگیران زبان انگلیسی بهعنوان زبان بیگانه تاثیری دارد؟ | ||
نویسندگان [English] | ||
محمد رضا ملاحسینی1؛ داود مشهدی حیدر2 | ||
1دانشجوی دکتری، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران | ||
2استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران | ||
چکیده [English] | ||
هرچند نقش شرایط برنامهریزی درسکار، بهعنوان عاملی تاثیرگذار بر عملکرد گفتاری فراگیران خارجی زبان انگلیسی همواره دغدغۀ محققین بوده، تاکنون هیچ پژوهشی به بررسی تاثیر برنامهریزی زمان و تلفیق تدریس مهارتهای پرسشگری بر عملکرد گفتاری این دسته از زبانآموزان نپرداخته است. از این رو، پژوهش حاضر به بررسی تاثیر برنامهریزیِ پیشدرسکار و آموزش پرسشگری بر صحت و پیچیدگی دستوریِ ارائۀ گفتاری زبانآموزان سطح متوسط در موسسهای در استان مازندران پرداخته است. این پژوهش با تکیه بر پرسشهای شناختی سطح برتر بلوم و اتخاذ روش پیشآزمون و پسآزمون شبهتجربی شکل گرفت و بر این اساس، عملکرد سه گروه شرکتکننده در درسکارهای شفاهیِ پیش و پس از آموزش بررسی گردید. گروههای شرکتکننده، دو گروه تجربی با شرایط برنامهریزی تمرین بهعلاوۀ پرسشهای شناختی سطح برتر (گروه تجربی اول) و برنامهریزی راهبردی درکنار پرسشهای شناختی سطح برتر (گروه تجربی دوم) و یک گروه کنترل با شرایط بدون برنامهریزی با پرسشهای شناختی سطح برتر را شامل میشد. براساس نتایج، تلفیق برنامهریزی پیشدرسکار و پرسشهای شناختی سطح برتر تاثیر مثبتی بر پیچیدگی دستوری و صحت توصیف گفتاریِ زبانآموزان داشت. بهطور خاص، ثابت شد برای آنکه آموزش در ارتباط با تولید گفتاریِ فراگیران خارجی زبان انگلیسی از نظر هر سه معیار ثمربخشتر باشد، تلفیق شرایط برنامهریزی تمرین با پرسشهای شناختی سطح برتر، بهینهترین حالت ممکن است. در همین ارتباط، یافتههای این پژوهش، فرضیۀ تناقض بین صحت و پیچیدگی دستوری را رد کرد چراکه هردوی آنها بهطور همزمان افزایش یافتند. در پایان با توجه به نتایج به دست آمده، پیشنهاد میشود برای آنکه آموزش درسکارمحور به نحو موثرتری به عملکرد فراگیران خارجیِ زبان انگلیسی کمک کند، بهتر است این روش آموزشی با انعطاف بیشتر با سایر عوامل آموزشی از جمله مهارتهای تفکر که اثربخشیشان در این پژوهش به اثبات رسید، تلفیق شود. | ||
کلیدواژهها [English] | ||
برنامهریزی تمرین, برنامهریزی راهبردی, مهارت گفتاری, صحت, پیچیدگی دستوری | ||
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