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Casting Light on Teacher Recasts: Learner Noticing and Interpretation | ||
Journal of Language Horizons | ||
مقاله 3، دوره 7، شماره 2 - شماره پیاپی 16، آذر 2023، صفحه 55-82 اصل مقاله (430.62 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2022.38327.1584 | ||
نویسندگان | ||
Homa Jafarpour Mamaghani* 1؛ Mandana Zolghaldri2 | ||
1Assistant Professor Department of English Language, Qazvin Branch, Islamic Azad University, Qazvin, Iran. | ||
2Assistant Professor Department of English Language, Qazvin Branch, Islamic Azad University, Qazvin, Iran | ||
چکیده | ||
The role of teacher feedback as a contributor to effective instruction has long been established. However, the types of feedback frequently exploited during English as a Foreign Language (EFL) instruction and the efficiency of teacher feedback types, addressed in this study, warranted thorough investigation. Moreover, the recasts noticed by learners and the gaps they conveyed were scrutinized to investigate the correspondence between recast types and their interpretation with an eye to learner English proficiency level. To this end, a recast-sensitive teacher’s oral recasts, in four intact communicative English classes, were investigated. To capture the recast episodes, six class sessions were video-recorded, and follow-up stimulated recall interviews on the teachers’ and students’ thoughts and perceptions of each recast were audio-taped. Then the teacher and 31 learners, who had received recasts, were interviewed. The analysis of the coded qualitative data was guided by Nabei and Swain’s (2002) classification of recast types. It revealed that the most frequent recast types were simple, vocabulary-focused, incorporated declarative, direct, and corrective with or without the intention to communicate which also corresponded with the learners’ noticing of the recast. Moreover, chi-square tests indicated that only the linguistic targets were significantly related to learners’ accurate interpretation while the inaccurate learner interpretations were predominantly meaning-focused. The analysis also indicated a positive correspondence between the learners’ English proficiency level and their accurate interpretation of the recasts perceived. The findings have implications for teachers as the results can sensitize them to recast multi-dimensional treatment and their efficient manipulation. | ||
کلیدواژهها | ||
communicative interaction؛ corrective feedback؛ noticing؛ target؛ type | ||
عنوان مقاله [English] | ||
نگاهی بر قالب ریزی مجدد خطاهای زبان آموز توسط معلم: توجه زبان آموز به باز خورد اصلاحی و تعبیر آن | ||
نویسندگان [English] | ||
هما جعفرپور ممقانی1؛ ماندانا ذوالقدری2 | ||
1استادیار گروه زبان انگلیسی، واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران. | ||
2استادیار گروه زبان انگلیسی، واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران | ||
چکیده [English] | ||
نقش بازخورد اصلاحی در آموزش کارآمد جایگاه ویژه ای دارد اما خلأ تحقیق در زمینه باز خورد اصلاحی رایج در آموزش زبان انگلیسی و کارآمدی آن، که در این پژوهش بررسی گردید، همچنان حس می شد. بعلاوه، رابطه ی نوع بازخورد با توجه و برداشت زبان آموزان با نظر به سطح زبان آنان بررسی شد. بدین منظور، عملکرد معلمی حساس به قالب ریزی مجدد در چهار کلاس زبان انگلیسی عمومی، مطالعه شد. برای دسترسی به موارد قالب ریزی مجدد، شش جلسه از کلاس های وی ضبط ویدیویی شد. سپس معلم و شاگردان در مصاحبه ای که متعاقبا" برگزار شد شرکت کردند تا ذهنیت آنها راجع به هر مورد قالبریزی مجدد و برداشت زبان آموزان آشکار شود. فقط 31 نفری مصاحبه شدند که از معلم قالب ریزی مجدد دریافت کرده بودند. واکاوی داده ها پس از کد گذاری منطبق بر دسته بندی نبی و سووین (2002) حاکی از این نتایج بود: پر تکرارترین موارد، قالب ریزیهای ساده، معطوف به واژه و غلط گیری صریح با جایگزین برای اصلاح چه به قصد برقراری ارتباط و چه بدون قصد برقراری ارتباط بودند. این نوع بازخوردها بیشتر جلب توجه می کردند. نتایج آزمون های مجذور خی نشان داد زمانی که عناصر زبانشناختی هدف قرار می گرفتند زبان آموزان بطوری معنادار درکی درست از خطا داشتند. اما وقتی قالب ریزی به معنا می پرداخت در درکش عمدتا" خطا می کردند. یافته های این پژوهش می تواند با ایجاد حساسیت در معلمان برای ارائه ی چند بعدی قالب ریزی مجدد و بهره گیری ازآن روشنگرباشد. | ||
کلیدواژهها [English] | ||
تعامل ارتباطی, بازخورد اصلاحی, توجه به قالب ریزی مجدد, هدف, نوع | ||
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