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سنجش دانش ساخت‌واژی فارسی‌آموزان سطح پیشرفته دانشگاه الزهرا (س): موردپژوهی وندهای اشتقاقی | ||
| زبان پژوهی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 08 خرداد 1401 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jlr.2022.29481.1819 | ||
| نویسندگان | ||
رضامراد صحرایی1؛ مرضیه رضوی  2
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| 1دانشیار گروه زبان‏شناسی و مدیر هسته پژوهش‏های بنیادی برای توسعه آموزش زبان فارسی به خارجیان: دانشگاه علامه طباطبائی | ||
| 2گروه زبان‌شناسی، دانشکده ادبیات فارسی و زبان‌های خارجی، دانشگاه علامه طباطبائی | ||
| چکیده | ||
| دانش واژه و ساختمان آن به لحاظ تصریفی یا اشتقاقی در کاربرد تولیدی زبان اهمیت بسزایی دارد. در این پژوهش سعی شده است با تمرکز بر وندهای اشتقاقی زبان فارسی، دانش ساخت‌واژی فارسی‌آموزان را در رابطه با وندهای اشتقاقی زبان فارسی شامل پسوندها و پیشوند‌ها بررسی شود. جمع‌آوری داده‌ها مبتنی بر پیکره نوشتاری فارسی‌آموزان و کتاب درسی پارسا، فارسی عمومی (3) است. بر این اساس، 105 نسخه از نگارش‌های فارسی‌آموزان سطح پیشرفته (1) و (2) مرکز آموزش زبان فارسی به غیرفارسی‌زبانان دانشگاه الزهرا (س) به علاوه کتاب درسی پارسا 3 که مشتمل بر 20 درس است، بررسی و واژه‌های مشتق به کار رفته در آنها استخراج و به طور جداگانه مطالعه شدند. نتایج حاصل از تحلیل توصیفی و کمی داده‌ها بر اساس آزمون مقایسه یک گروهی نشان داد میزان کاربرد واژه‌های مشتق در نگارش فارسی‌آموزان تا اندازه‌ای بازتاب میزان مواجهه آنها با واژه‌های مشتق موجود درکتاب است که به طور مستقیم یا غیرمستقیم آموزش داده شده است و بنابراین نتایج فوق همسو با نظریه پردازش درونداد است که با مهم شمردن نقش درونداد، مواجهه با درونداد را از شرایط لازم در زبان‌دوم‌آموزی می‌داند. نتایج به دست آمده از داده‌ها نشان می‌دهد دو تکواژ «-یی/ -گی» و »-ه» بالاترین درصد بازنمایی را در نگارش‌های فارسی‌آموزان داشته‌اند. از دیگر نتایج این پژوهش گرایش به استفاده از پسوندهای اشتقاقی در مقایسه با پیشوندهای اشتقاقی است. هم‌چنین، بیشترین واژه‌های مشتق به‌کاررفته در نگارش فارسی‌آموزان به ترتیب متعلق به دو مقوله صفت و اسم است. | ||
| کلیدواژه‌ها | ||
| زبان‌دوم‌آموزی؛ واژه‌های مشتق؛ تکواژهای اشتقاقی؛ پردازش درونداد؛ مواجهه | ||
| عنوان مقاله [English] | ||
| Word formation literacy assessment of advanced Persian learners of Alzahra University: A case study of derivational affixes | ||
| نویسندگان [English] | ||
| Rezamorad Sahraee1؛ Marzieh Sadat Razavi2 | ||
| 1associate professor of linguistics department and director of fundamental research in teaching Persian to foreigners group _ Allameh Tabataba’i University | ||
| 2, Linguistics Department, Persian Literature and Foreign languages Faculty, Allameh Tabataba'i University, Tehran | ||
| چکیده [English] | ||
| 1. Introduction Knowledge of word and its building is of a great importance for language production either from a derivational or an inflectional point of view. The ability to use an appropriate form of a word in a specific grammatical context is essential for developing the language efficiently. Otherwise, language learners may only use the forms of the words which are already known to them or replace them with other grammatically appropriate words. Knowing a word is knowing affixes along with the stem which can be also used in other words. Despite the importance of inflectional affixes, different studies indicate great importance for derivational knowledge of words in language processing. So, this research concentrates on Persian derivative words and studies Persian learners' word formation literacy; including both suffixes and prefixes. Considering this, the main question of this study is to what extent the derivational morphemes are represented in the learners' written documents, using the "general Persian Parsa3 course book". 2. Materials and methods For the aim of this article, data is collected from the students' compositions and also general Persian Parsa 3 course book. So, 105 compositions of advanced Persian learners, along with 20 units of the selected course book were studied and the derived words were extracted and separately categorized. In each group, the derived words were counted base on type and not token. Data was both quantitatively and descriptively analyzed. To report data descriptively, the number of the derived words base on the morphemes used in them was counted in both students' written documents and the course book. In quantitative analysis, and in order to compare the average of derived morphemes used by students and those exists in the course book, the one-sample T-test was applied. The results based on morpheme inferential analysis might indicate that there is a direct relation between morpheme exposure and applying them by Persian learners. In other words, the amount of derivative words used in students' writings is to some extent the representation of their confrontation with derivative words in the book which they have been taught either; directly or indirectly. 3. Results and discussion The results showed that among all morphemes, two morphemes «-یی/ -گی» and «-ه» are highly used in students' writings and also in their course book. The least used morphemes with the application of less than %1 in Persian learners' writings are the prefixes «در-» و «وا-»، «پاد-»، «باز-» ،«بلا-» and the suffixes «-ار»، «-بان»، «-چه»، «-کار»، «-گار»، «-دار»، «-گر»، «-مان»، «-وار»، «-یار»، «-آن/ -ایان»، «-»، «-ال»، «-سیر»، «-گان»، «-ناک» و «-واره». In their course book, however, the frequency of prefixes «در-»، «وا»، «پاد»، «بلا-»، «فرا-» and the suffixes such as «-ین»، «-بان»، «-چه»، «-کار»، «-دار»، «-مان»، «-وار»، «-ال»، «-سیر»، «-گان»، «-ناک»، «-واره»، «-آک»، «-چی»، «-دان»، «-َک» و «-و»، «فرا-» was less than %1. The prefix «فرا-» and the suffixes«-آک»، «-چی»، «-دان»، «-َک» و «-و» were not used in students' writings. Among these affixes, the prefix «-َک» is considered one of the most frequent Persian prefixes which is attached to the nouns and adjectives and makes nouns with different roles and meanings. Inferential analysis also showed the comparison of the average usage of the derivative morphemes in students' written documents and their course book. According to this analysis, prefix «هم-» and the suffixes «-یی/-گی»، «-ه»، «-اَن»، «-یَت»، «-ِش» و «-انه» و «-مند» have the higher average usage in students' writings compared to their course book. However, looking at descriptive statistics showed the prefixes «-یی/-گی»، «-ه» have high equal usage in both sets of data. In contrast, there are morphemes such as«-آن/ -ایان» و «-ا» and «باز-» with less average usage in students' writings in comparison to their course book. Looking at charts 7 and 8, it is indicated that most of Persian morphemes are equally used in both students' written documents and their course book. As a result, the average usage difference of them is not statistically meaningful. Therefore, according to referential analysis of the data, it is concluded that there could be a direct relation between Morpheme exposure and the amount of their usage and their representation in Persian learners' writings. Another point is that there are morphemes including «-آک»، «-چی»، «-دان»، «فرا-»، «-َک» و «-و» used in the course book, but not observed in students' writings. These morphemes are excluded from statistical investigations. A close look at descriptive charts 1 and 2 and comparing the prefixes and suffixes with high usage in students' writings will indicate that they have more tendency to use derivational suffixes in comparison to prefixes. As an example, the highest usage among suffixes is about %42 related to suffix «-یی/ گی» while the highest usage among prefixes is about %2 related to the prefix «هم-». It is also showed that there is more tendency to use derivational suffixes in comparison to prefixes. Derivative words were mostly related to the categories of adjective and noun respectively. 4. Conclusion The results are in line with processability theory which emphasizes on a direct relation between the amount of confrontation with input (including direct and indirect teaching) and the amount of students' learning. Data also show learners' tendency to use derivational suffixes more than prefixes. This research along with many other studies in the field of learning derivational morphemes, can be influential in determining learning sequence of these morphemes in Persian for the aim of teaching and developing learning materials. Keywords: second language learning, derivative words, derivational morphemes, input processing, exposure | ||
| کلیدواژه‌ها [English] | ||
| second Language learning, derivative words, derivational morphemes, input processing, exposure | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 69 |
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