اتخاذ رویکرد شناختی در آموزش مفاهیم مکانی و انتزاعی حروف ‌اضافۀ «in» به فارسی‌زبانان و «در» به غیرفارسی‌زبانان

پژوهش حاضر به بررسی معانی مکانی، زمان و انتزاعی حروف ‌اضافۀ »in « به فارسی‌زبانان و »در « به غیرفارسی‌زبانان و نیز مقایسۀ تاثیر رویکرد شناختی نسبت ‌به روش سنتی بر یادگیری مفاهیم مختلف این حروف ‌اضافه می‌پردازد. لذا، ابتدا معنای مکانی و پیش‌نمونه‌ای حرف ‌اضافۀ »in « از فرهنگ لغت آکسفورد (2016) و حرف ‌اضافۀ »در « از فرهنگ سخن انوری (1381) استخراج شد. سپس جمله‌ها و عبارت‌های حاوی این حروف اضافه با توجه به کتاب‌های‌ ویژن 1 (1395) و فارسی بیاموزیم (1388) در سطح میانی انتخاب شد. در این پژوهش که از نوع آزمایشی است، تعداد 30 نفر از دانش‌آموزان دبیرستان دخترانۀ نور و 30 نفر از فارسی‌آموزان بزرگ‌سال زن در مرکز آموزش زبان فارسی المصطفی مشهد (در مجموع 60 نفر) در سطح میانی به روش نمونه‌گیری تصادفی انتخاب و سپس به دو گروه مساوی آزمایش و کنترل تقسیم شدند. تحلیل‌های آزمون تی مستقل در مقایسۀ میانگین نمره‌های پیش‌آزمون گروه‌های آزمایش و کنترل نشان داد، بین دانش پیشین زبان‌آموزان قبل از شروع فرایند آزمایش، تفاوت معناداری وجود نداشت (پیش‌آزمون گروه کنترل 12.57 و پیش‌آزمون گروه آزمایش 12.43). حال آنکه میانگین نمره‌های پس‌آزمون گروه‌ها مبین آن است که بین گروه‌های آزمایش و کنترل از نظر آماری تفاوت معناداری وجود داشت (پس‌آزمون گروه کنترل 12.33 و پس‌آزمون گروه آزمایش 25.73). طبق نتایج، گروه‌های آزمایش که تحت آموزش به روش شناختی قرار گرفتند در مقایسه با آن‌ها که به روش سنتی آموزش دیدند، پیشرفت زیادی را در یادگیری مفاهیم مختلف این حروف ‌اضافه نشان دادند. فرایند و نتایج این پژوهش راهکارهای موثری را در امر آموزش این حروف ‌اضافه برای مدرسان زبان پیشنهاد داده است.

Teaching concrete and abstract concepts of prepositions in to Persian speakers and dar to non-Persian speakers: A Study in the Framework of Cognitive Semantics

The main purpose of the present study was investigating concrete, temporal and abstract meanings of prepositions in for Persian speakers and dar for nonPersian speakers. This study attempted to examine the impact of traditional approach compared to cognitive approach in learning different concepts of the prepositions. For this purpose, first the spatial and prototype meanings of preposition in were studied from Oxford Advanced Learner Dictionary (2016) and then the spatial and prototype meanings of preposition dar were extracted according to Farhang Sokkan (Anvari, 2002), respectively. Finally, sentences and phrases including these prepositions were chosen according to Vision 1 (2016) and Farsi Biamoozim (2009) in the intermediate level. Data collection, took place among 30 students of Noor high school and 30 nonPersian learners at JameeAlmostafa of Mashhad. Sample groups were selected randomly, then they were divided into control and experimental groups. Data analysis in Independent TTest (comparison of pretests in control and experimental groups) displayed there isn rsquo;t significantly improvement between prior knowledge of learners before teaching (control pretests 12.57, experimental pretests 12.43), whereas comparison of posttests showed there is significantly more improvement between in experimental groups compared to control groups (control posttests 12.33, experimental posttests 25.73). The results indicated that compared to traditional approach, applying cognitive method had significantly improvement in teaching different concepts of the prepositions. The results of this paper suggests effective strategies in teaching prepositions for language teachers. IntroductionPersian Language learning is one of the most complex issues in teaching foreign languages. One of the most important issues in language is teaching and learning prepositions. Rote learning lacks comprehensive analysis of the different senses of prepositions. Compared to other approaches, cognitive linguistics offers the aspects of meaningful learning (Song, 2013: 1). Cognitive approach to language and grammar is shown a systematic form. Accordingly, in this paper, we are going to examine the impact of traditional approach compared to cognitive approach in learning different concepts of the prepositions in for Persian speakers and dar for nonPersian speakers based on Langacker ldquo;Domain theories rdquo; (1987). Literature ReviewThe present study is concerned with a Cognitive Linguistics meaningful approach to teaching prepositions. This study attempted to examine the impact of cognitive approach compared to traditional approach in learning different concepts of the prepositions. In the interaction between human beings and their environment, human experience is imposed on a structure in terms of natural dimensions of the kind. In some studies (Lakoff Johnson, 1980; Tyler Evans, 2003; Lakoff Johnson, 1987; Langacker, 1987) there are theoretical definitions to explain Cognitive Linguistics and its impacts in teaching language and prepositions. Other researches (Song, 2013; Tyler, Mueller Ho, 2011; Rasekh Mahand Ranjbar Zarabi, 2013; Golfam Yoosefi Rad, 2006; Badamdari, Alizadeh, Eghbali Vahidi, 2017) investigated experimental method to teaching different prepositions by Cognitive Linguistics approach. Their findings shows applying cognitive method had significantly improvement in teaching different concepts of the prepositions. MethodologyIn this paper, first of all, based on Tyler and Evanschr('39') prototype criteria (2003), we have determined the prototype and different meanings of the spatial and prototype meanings of preposition in from Oxford Advanced Learner Dictionary (2016) and then the spatial and prototype meanings of preposition dar according to Farhang Sokkan (Anvari, 2002), respectively. Finally, sentences and phrases including these prepositions were chosen according to Vision 1 (2016) and Farsi Biamoozim (2009) in the intermediate level. Data collection, took place among 30 students of Noor high school and 30 nonPersian learners at JameeAlmostafa of Mashhad. Sample groups were selected randomly, then they were divided into control and experimental groups. Data analysis were estimated by spss (Independent TTest) in control and experimental groups. ConclusionThe present study was concerned with a cognitive approach to provide an instructional methods for Persian and NonPersian speakers to learn prepositions ldquo;in rdquo; and ldquo;dar rdquo;. The results of the study will enrich our understanding of reconceptualization and learning by a Cognitive approach. In this study, we taught the spatial as well as other senses of these prepositions. Data analysis in Independent TTest (comparison of pretests in control and experimental groups) displayed there isn rsquo;t significantly improvement between prior knowledge of learners before teaching (control pretests 12.57, experimental pretests 12.43), whereas comparison of posttests showed there is significantly more improvement between in experimental groups compared to control groups (control posttests 12.33, experimental posttests 25.73). The results indicated that compared to traditional approach, applying cognitive method had significantly improvement in teaching different concepts of the prepositions. The findings open up an effective perspective strategies in teaching prepositions for language teachers