تمرین حساسیت دستور زبان و درک مطلب: شواهدی از زبان آموزان ایرانی esp (زبان انگلیسی برای اهداف ویژه) در مقطع کارشناسی

آﻣﻮزش ﻣﻬﺎرتﻫﺎی زﺑﺎن ﺧﺎرﺟﯽ ﺑﻪ ﻓﺮاﮔﯿﺮﻧﺪﮔﺎن ﻏﯿﺮ زﺑﺎﻧﯽ ﻣﺜﻼً ﻓﺮاﮔﯿﺮﻧﺪﮔﺎن اﻧﮕﻠﯿﺴﯽ ﺑﺮای اﻫﺪاف وﯾﮋه از ﻧﺨﺴﺘﯿﻦ ﺑﺎرﻗﻪﻫﺎی آﻣﻮزش زﺑﺎنﻫﺎی ﺧﺎرﺟﯽ در دﻫﻪ 1950 ﺗﺎ ﮐﻨﻮن، از ﻣﺴﺎﺋﻞ ﻗﺎﺑﻞ ﺑﺤﺚ ﺑﻪﺷﻤﺎر ﻣﯽرﻓﺘﻪ اﺳﺖ. ﭘﮋوﻫﺸﮕﺮان ﺗﻼشﻫﺎی ﮔﻮﻧﺎﮔﻮﻧﯽ ﻧﻤﻮده اﻧﺪ ﺗﺎ ﺑﺘﻮاﻧﻨﺪ روشﺷﻨﺎﺳﯽ-ﻫﺎﯾﯽ ﻧﻮﯾﻦ را واردِ دﻧﯿﺎی آﻣﻮزش ﻣﺆﻟﻔﻪﻫﺎی زﺑﺎﻧﯽ ﺑﻪ ﻓﺮاﮔﯿﺮﻧﺪﮔﺎن اﻧﮕﻠﯿﺴﯽ ﺑﺮای اﻫﺪاف وﯾﮋه ﻧﻤﺎﯾﻨﺪ. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻧﯿﺰ از اﯾﻦ ﻗﺎﻋﺪه ﻣﺴﺘﺜﻨﯽ ﻧﯿﺴﺖ و ﻫﺪﻓﯽ دو ﻣﻨﻈﻮره دارد ﺑﻪ ﻋﺒﺎرت دﯾﮕﺮ، ﻫﻢ آﻣﻮزش زﺑﺎن و ﻫﻢ اﻧﮕﻠﯿﺴﯽ ﺑﺮای اﻫﺪاف وﯾﮋه را در ﺑﺮ ﻣﯽﮔﯿﺮد. ﻫﺪف ﺗﺤﻘﯿﻖ ﭘﯿﺶ رو، ﺑﺮرﺳﯽ اﯾﻦ ﻣﻮﺿﻮع ﺑﻮد ﮐﻪ آﯾﺎ ﻣﺪاﺧﻠﮥ ﺗﻤﺮﯾﻦ ﺣﺴﺎﺳﯿﺖ دﺳﺘﻮر زﺑﺎن ﻣﯽﺗﻮاﻧﺪ ﺑﺎﻋﺚ ﭘﯿﺸﺮﻓﺖ ﺑﯿﺸﺘﺮ در درک ﻣﻄﻠﺐ زﺑﺎن آﻣﻮزان اﯾﺮاﻧﯽ esp زﺑﺎن اﻧﮕﻠﯿﺴﯽ ﺑﺮای اﻫﺪاف ﺧﺎص( در ﻣﻘﻄﻊ ﮐﺎرﺷﻨﺎﺳﯽ رﺷﺘﻪ ﺣﺴﺎﺑﺪاری ﺷﻮد. ﺑﻬﻤﯿﻦ ﻣﻨﻈﻮر، 40 ﻧﻔﺮ از زﺑﺎنآﻣﻮزان اﯾﺮاﻧﯽ esp در ﻣﻘﻄﻊ ﮐﺎرﺷﻨﺎﺳﯽ ﺣﺴﺎﺑﺪاری از ﻃﺮﯾﻖ اﺟﺮای opt اﻧﺘﺨﺎب ﺷﺪه و در آزﻣﺎﯾﺶ اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﺷﺮﮐﺖ ﮐﺮدﻧﺪ. آﻧﻬﺎ ﺑﻪ دو ﮔﺮوه آزﻣﺎﯾﺸﯽ و ﻣﻘﺎﯾﺴﻪای ﺗﻘﺴﯿﻢ ﺷﺪه و ﺗﺤﺖ ﭘﯿﺶآزﻣﻮن درک ﻣﻄﻠﺐ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﺳﭙﺲ ﮔﺮوه آزﻣﺎﯾﺶ، 5 ﺟﻠﺴﻪ درﻣﺎﻧﯽ ﺗﻤﺮﯾﻦ ﺣﺴﺎﺳﯿﺖ دﺳﺘﻮرزﺑﺎن )آزﻣﻮﻧﻬﺎی gj( و ﮔﺮوه ﮐﻨﺘﺮل، داروﻧﻤﺎ را درﯾﺎﻓﺖ ﮐﺮدﻧﺪ. در ﻧﻬﺎﯾﺖ، ﭘﺲآزﻣﻮن ﺑﺮای ﻫﺮ دو ﮔﺮوه اﺟﺮا ﺷﺪ. دادهﻫﺎ ﺗﻮﺳﻂ آزﻣﻮن ﺗﯽ ﻧﻤﻮﻧﻪ ﻣﺴﺘﻘﻞ ﺑﯿﻦ ﭘﺲآزﻣﻮﻧﻬﺎ ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺖ و از آزﻣﻮن ﺗﯽ زوﺟﯽ ﺑﺮای ﻧﺸﺎن دادن ﭘﯿﺸﺮﻓﺖ اﺣﺘﻤﺎﻟﯽ ﮔﺮوﻫﻬﺎ، اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﺣﺎﮐﯽ از ﻋﻤﻠﮑﺮد ﺑﻬﺘﺮ ﮔﺮوه آزﻣﺎﯾﺶ ﺑﻮد ﮐﻪ ﻧﻤﺮات ﺑﺎﻻﺗﺮی را در ﭘﺲآزﻣﻮن درک ﻣﻄﻠﺐ ﭘﺲ از 5 ﺟﻠﺴﻪ درﻣﺎن درﯾﺎﻓﺖ ﮐﺮدﻧﺪ. ﻧﺘﺎﯾﺞ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻋﻤﻠﮑﺮد آزﻣﻮن درک ﻣﻄﻠﺐ زﺑﺎنآﻣﻮزان ﮐﻪ ﺑﻪﺻﻮرت ﻣﻘﺎﯾﺴﻪای ﺑﯿﻦ ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﺑﻪﻃﻮر ﻣﺴﺘﻘﻞ اﻧﺠﺎم ﺷﺪ، ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ ﺷﺮﮐﺖﮐﻨﻨﺪﮔﺎن ﺑﺎ درﺟﻪ ﺣﺴﺎﺳﯿﺖ ﮔﺮاﻣﺮی ﺑﺎﻻﺗﺮ، ﻋﻤﻠﮑﺮد ﻣﻮﻓﻘﯿﺖآﻣﯿﺰﺗﺮی را در آزﻣﻮن درک ﻣﻄﻠﺐ esp ﺧﻮد ﻣﻨﻌﮑﺲ ﮐﺮدﻧﺪ. اﯾﻦ ﻣﯽﺗﻮاﻧﺪ ﺑﻪ اﯾﻦ ﻣﻌﻨﯽ ﺑﺎﺷﺪ ﮐﻪ درﻣﺎن ﻣﯽﺗﻮاﻧﺪ ﺑﻪ آﻧﻬﺎ ﮐﻤﮏ ﮐﻨﺪ ﺗﺎ ﻧﯿﺎزﻫﺎی ﻣﺮﺗﺒﻂ ﺑﺎ ﺧﻮاﻧﺪن ﺧﻮد را در ﻃﻮل ﻓﺮآﯾﻨﺪ ﯾﺎدﮔﯿﺮی ﻧﺸﺎن دﻫﻨﺪ و ﺑﻪ آﻧﻬﺎ کمک ﮐﻨﺪ ﺗﺎ در ﻓﻌﺎﻟﯿﺖﻫﺎی درک ﻣﻄﻠﺐ ﺧﻮد ﭘﯿﺸﺮﻓﺖ ﮐﻨﻨﺪ.

grammatical sensitivity task and reading comprehension: evidence from iranian undergraduate esp learners

the study here had the impetus to investigate whether an intervention of a grammatical sensitivity task would enhance a better reading comprehension achievement among iranian undergraduate esp learners majoring accounting. to achieve this purpose, 40 iranian undergraduate esp learners of accounting were selected via administering an opt, and participated in the experiment of the study. they were divided into an experimental and a comparison group and were exposed to a pre-test of reading comprehension; then the experimental group received 5 sessions of grammatical sensitivity task treatment (gj tests) while the control group received a placebo. finally, the posttest was administered to both groups. the data were analyzed via running the independent samples t-test between the posttests, and the paired-sample t-tests was used to indicate the possible progress of the groups. the results revealed a better performance of the experimental group receiving higher scores in the reading comprehension posttest after 5 session of treatment. investigating the effect of grammatical sensitivity on iranian esp reading comprehension learners in a meta-analysis process was supposed to be the main impetus for the present study. it was performed through analyzing the learners’ reading comprehension test performance results which were done comparatively between the pretest and the posttest of the experimental and control groups independently. it was revealed that the participants with higher degree of grammatical sensitivity reflected a more acceptable achievement performance in their esp reading comprehension test.