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Processability Theory: Stage-like Development of “3 sg-s” and “cancel aux-second” in Iranian EFL Learners’ Writing Performance | ||
| Journal of Language Horizons | ||
| مقاله 8، دوره 3، شماره 2 - شماره پیاپی 6، مهر 2019، صفحه 165-184 اصل مقاله (1.32 M) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.28478.1194 | ||
| نویسندگان | ||
| Mahin Sadat Tabatabaee1؛ Keyvan Mahmoodi* 2؛ Abbas Bayat2 | ||
| 1PhD Candidate of TEFL, English Language Department, Islamic Azad University, Malayer Branch, Hamedan, Iran | ||
| 2Assistant Professor, English Language Department, Islamic Azad University, Malayer Branch, Hamedan, Iran | ||
| چکیده | ||
| Processability Theory (PT) is a second language acquisition (SLA) theory developed to explain developmental sequences in SLA as well as some other phenomena (Pienemann, 1998a).Processability has been a main concern in SLA research since 1990s. Following the agenda of Processability Theory and through analyzing the written performance of Iranian EFL learners’ writing performances, the present research studied the acquisition of “3 sg-s” and “cancel aux-second or cancel inversion” across five proficiency levels, from elementary to advanced, and compared it with the stage-like development model of morpho-syntactic structures proposed by Pienemann (1998a). The study followed a descriptive method of research, and the data was collected from 350 participants in five different proficiency levels from elementary, pre-intermediate, intermediate, upper-intermediate and advanced. The participants were asked to provide samples of their written performance on different tasks including an introduction task, a habitual action task, a story retelling task, a picture description task, and a composition and communication task. The data in this research was analyzed both qualitatively, in order to recognize and classify the type and order of the morpho-syntactic structures, and quantitatively, by calculating means. The results of Kruskal-Wallis test revealed that both “3 sg-s” and “cancel aux-second,” as two morpho-syntactic features, emerge very early in the language learners’ performance. Very similarly, the competence of the learner grows stronger in concern with these variables through the higher proficiency levels. These findings imply that PT is valid to a considerable extent for Iranian EFL learners, as well. | ||
| کلیدواژه‌ها | ||
| Cancel Aux-second؛ Processability Theory؛ Second Language Learning؛ Stage-like Development؛ Third Person Singular-s (3sg-s) | ||
| عنوان مقاله [English] | ||
| نظریۀ پردازش‌پذیری: پیشرفت مرحله‌ای «نشانۀ سوم‌شخص مفرد » و «الغای جابه‌جایی فعل کمکی و فاعل» در عملکرد نوشتاری فراگیران ایرانیِ زبان انگلیسی به‌عنوان زبان بیگانه | ||
| نویسندگان [English] | ||
| مهین سادات طباطبایی1؛ کیوان محمودی2؛ عباس بیات2 | ||
| 1دانشجوی دکتری، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد ملایر، همدان، ایران | ||
| 2استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد ملایر، همدان، ایران | ||
| چکیده [English] | ||
| نظریۀ پردازش‌پذیری نظریه‌ای مرتبط با فراگیری زبان دوم است که به‌منظور توضیح مراحل پیشرفت در فراگیری زبان دوم و پدیده‌های دیگر شکل گرفت (پینمان، 1988الف). پردازش‌پذیری از دهۀ 1990 یکی از اصلی‌ترین دغدغه‌های پژوهشی در حوزۀ فراگیری زبان دوم بوده است. پژوهش حاضر، در چارچوب این نظریه، فراگیری مرحله‌ای دو ساختار «نشانۀ سوم‌شخص مفرد» و «الغای جابه‌جایی فعل کمکی و فاعل» را ازطریق تحلیل نوشتارهای زبان‌آموزان ایرانی در پنج سطح مبتدی تا پیشرفته بررسی نموده و آنها را با مدل پیشرفت مرحله‌ای ساختارهای واژ-نحویِ پینمن (1988الف) مقایسه کرده است. داده‌های مورد نیاز این پژوهش که با بهره‌گیری از روش تحقیق توصیفی انجام شده، از ۳۵۰ زبان‌آموز در پنج سطح مبتدی، پیش‌متوسط، متوسط، فوق متوسط و پیشرفته گرد‌آوری و مورد تحلیل قرار گرفته است. به این منظور، نمونۀ عملکرد نوشتاری شرکت‌کنندگان در چند فعالیت متفاوت، شامل فعالیت مقدماتی، کارهای روزانه و عادتی، بازگویی داستان، توصیف تصویر و فعالیت انشا و ارتباطی جمع‌آوری شد. داده‌ها هم به لحاظ کیفی به منظور بازشناسی و طبقه‌بندیِ نوع و ترتیب ساختارهای واژ-نحوی و هم به لحاظ کمّی با محاسبۀ میانگین مورد تحلیل قرار گرفتند. نتیجۀ آزمون کروسکال-والیس نشان داد که هر دو ساختار واژ-نحوی «نشانۀ سوم‌شخص مفرد» و «الغای جابه‌جایی فعل کمکی و فاعل» در مراحل اولیۀ یادگیری زبان انگلیسی ظاهر می‌شوند. در روندی بسیار مشابه، با ارتقاء سطح فراگیران، توانش زبانی آنها در این دو ساختار قوی‌تر می‌شود. یافته‌های تحقیق نشان می‌دهد نظریۀ پردازش‌پذیری تا حد بسیار زیادی در مورد زبان آموزان ایرانی معتبر است. | ||
| کلیدواژه‌ها [English] | ||
| الغای جابه‌جایی فعل کمکی و فاعل, نظریۀ پردازش‌پذیری, یادگیری زبان دوم, پیشرفت مرحله‌ای, نشانۀ سوم‌شخص مفرد | ||
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