نگاهی نو به آموزش دستور زبان: معرفی آموزش «فکربردی»

آموزش دستور یکی از فرایندهای مهم آموزش زبان است که با فراز و نشیب‌های بسیاری روبه رو بوده است. در روش‌های سنتی تاکید را روی به‌خاطرسپاری قواعد دستوری می‌گذارند؛ اما رویکردهای نوین آموزشی به ارتقای توانایی ارتباطی از طریق دستور نیز توجه می‌کنند. پژوهش حاضر می‌کوشد پس از بررسی سیر تاریخی آموزش دستور، رویکردهای نوین آموزشی بر اساس حس و تفکر را پیشنهاد دهد. نگارندگان بر اساس سطوح تفکر بالا و پایین و درگیری حواس زیاد (حواس ‌افزوده) و حواس کم (حواس‌ کاسته)، چهار آموزش »نظری «، »کاربردی «، »فکرورزی « و »فکربردی « را معرفی کرده‌ و بدین نتیجه دست یافته‌اند که آموختن قواعد دستوری به تنهایی کافی نیست؛ بلکه مدرس باید تلاش کند آموزش دستور را به‌گونه‌ای انجام دهد که قواعد دستوری در حافظۀ بلندمدت زبان‌آموز ثبت شود. بنابراین، دستور را می‌توان به شیوۀ فکربردی انجام داد و انواع تفکرهای انتقادی، خلاقانه و آینده lrm;‌نگر او را نیز پرورش داد. در این روش، با افزایش قدرت تفکر و درگیری حواسِ بیشتر، میزان توجه زبان‌آموز بیشتر می شود و خلاقیت و توانش ارتباطی او نیز افزایش می‌یابد و این امر میزان یادگیری نکات دستوری را افزایش می‌دهد. در این راستا، استفاده از تمرین‌های دستوری تکلیف‌محور و تمرین‌هایی که به تفکرهای انتقادی و خلاقانه می‌انجامد، موثر به‌نظر می‌رسد و مدرس می‌تواند از طریق آن‌ها دستور را به‌شکل کاربردی و فکربردی آموزش دهد.

Teaching Grammar Revisited: An Introduction to Applicative Teaching

Among the most controversial issues in language teaching is teaching grammar. Some educational approaches pay significant attention to linguistic forms and believe that language teaching is equal to teaching grammar (Nassaji Fotos, 2011). Nowadays, a more rational approach is taken regarding teaching grammar. Learning grammar is argued to be necessary for uttering correct sentences and paying simultaneous attention to form and function is a must in language teaching. Robins (as cited in Safavi, 2011, p.25) is of the view that ldquo;language should be considered as a system with mutuallyrelated dependent factors. These factors are either lexical, syntactical, or morphological. rdquo; Therefore, syntax can be considered as the organizing element for these factors. Based on prioritizing syntax in language teaching, various methods have been taken into consideration, among which traditional ones, such as GrammarTranslation Method (GTM), put a great emphasis on teaching grammar deductively. On the other hand, methods, such as Audiolingualism, suggest inductive teaching because they believe verbal communication is as essential as grammatical forms. Meaningbased approaches pay attention to meaning, and in their extreme extensions, such as natural approach, grammar is completely put aside. Communicative approaches, as the name suggests, highlight the communicative aspects of language, and grammar, along with other components of language, is utilized to improve communicative competence.By introducing the cognitive approach, whose idea revolves around the fact that the structure of language reflects our thoughts, the role of senses and cognition in teaching linguistic components, including grammar, became important. By means of such approaches, learners can objectify abstract concepts through their senses and use critical thinking, futures thinking, and creative thinking to learn the language more thoroughly. Here, grammar is not merely a set of memorized rules, but it is a tool by which learners can think better. The present study, therefore, intends to introduce an educational approach that include various levels of senses, because we are of the view that grammar should be thought more dynamically to improve the learners rsquo; reflection. This, we believe, can be achieved by a new categorization based on thickslice and thinslice sensory teaching, which is beyond theoretical teaching, and includes practical teaching and thinking skills teaching. The presented approach, applicative teaching, whose name is a mixture of application and reflection, teaches students how to think critically, creatively, and futuristically. Based on this approach, grammar teaching starts with theoretical, formbased aspects and moves to practical, functionbased aspects, and tries to fixate the rules by making students think about what has been taught. Results show that by involving senses and cognition, learners rsquo; awareness, creativity, and communicative competence are improved, which can consequently help them learn the grammatical rules better. In this vein, teachers can employ those tasks that boost students rsquo; creative thinking and critical thinking to teach grammar applicatively.