کاربرد طرح‌واره‌های تصویری در آموزش حروف ‌اضافه؛ مطالعۀ موردی حرف ‌اضافۀ «به» در زبان فارسی

در سال‌های اخیر به رویکرد معنی‌شناسی شناختی در یادگیری زبان دوم/ خارجی توجه شده، با وجود این تحقیقات تجربی کمی با استفاده از این رویکرد، در زمینۀ یادگیری زبان صورت گرفته است. هدف از پژوهش حاضر، مقایسۀ تاثیر رویکرد شناختی نسبت‌به روش سنتی بر یادگیری برخی از مفاهیم پربسامد حرف ‌اضافۀ‌ »به « در زبان فارسی است. ابتدا، معانی مختلف حرف ‌اضافۀ‌ »به « از فرهنگ سخن انوری (1381) استخراج و سپس جمله‌ها و عبارت‌های حاوی این حرف ‌اضافه با توجه به کتاب‌ فارسی بیاموزیم (1388)، در سطح میانی بررسی شد. در این پژوهش که از نوع آزمایشی است، تعداد 50 نفر از غیر فارسی ‌زبانان بزرگ سال (زن) با سطح زبانی متوسط در مرکز آموزش زبان فارسی جامعه‌المصطفی مشهد با استفاده از آزمون تعیین سطح انتخاب شدند. این گروه نمونه به صورت تصادفی به دو گروه آزمایش و کنترل تقسیم شدند و با دستیابی به هدف پژوهش، روش آزمایشی با طرح پیش‌آزمون و پس‌آزمون اتخاذ شد. با استفاده از نرم‌افزار اس. ‌پی. ‌اس. ‌اس.، مقایسۀ میانگین نمره‌های پیش‌آزمون دو گروه آزمایش و کنترل نشان داد بین دانش قبلی فارسی آموزان دو گروه، قبل از شروع فرایند آزمایش، تفاوت معناداری وجود ندارد؛ در صورتی که مقایسۀ میانگین نمره‌های پس‌آزمون مبین آن است که بین گروه آزمایش و کنترل از نظر آماری تفاوت معناداری وجود دارد. نتایج پژوهش بیانگر آن است که عملکرد فارسی ‌آموزانی که به روش شناختی آموزش داده شدند، در مقایسه با آنان که به روش سنتی آموزش دیدند، تفاوت معناداری وجود دارد و گروه آزمایش پیشرفت قابل ملاحظه‌ای در یادگیری مفاهیم حرف ‌اضافۀ »به « از خود نشان دادند.

The Use of Image Schema in Teaching Prepositions, the Case Study of Preposition “Be” in Persian

Nowadays, Cognitive semantic approach plays an important role in learning second/foreign language. However, a few experimental investigations have applied a cognitive perspective to instructed L2 learning. The main purpose of the present research is comparing impact of cognitive approach to the traditional approach in learning some frequency concepts of the preposition be in Persian language. First, different meanings of preposition be ldquo; were selected from Farhang Sokhan Anvari (2002) and then some sentences and phrases containing this preposition were investigated according to the Farsi Biamoozim (2010) in the middle level. Prior to begging the instruction, 50 nonPersian learners (woman) were selected by proficiency test at JameeAlmostafa of Mashhad center. This group were randomly divided into control and experimental groups and then, pretest and posttest was applied between these groups. By using SPSS, comparison of the pretest in control and experimental group revealed that there isn rsquo;t significant difference between prior knowledge of two groups before treatment, whereas the posttest showed that there is statistically significant difference between two groups. The results indicated that experimental group which was under the training of cognitive method showed significant gains than control group who received the traditional training methods.1. 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 Be for nonPersian speakers. So : According to Toylor and Evans creteria (2003) what #39;s Prototype meaing of preposition be ?According to Langackers #39; theory of domains (1987), how we can teach abstract meanings of preposition be ?What rsquo;s different between groups (control and expremental groups) in improvement after teaching preposition be ?2. Literature Review The 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 preposition Be .2.1. Theorival researchs 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; Toyler Evans, 2003; Langacker, 1987) there are theoretical definitions to explain Cognitive Linguistics and its impacts in teaching language and prepositions.2.2. Experimetal researches Other researches (Song, 2013; Tyler, Mueller Ho, 2011; Golfam Yoosefi Rad, 2010;Vahidi, Badamdari 2016) 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.3. MethodologyIn this paper, first of all, based on Tyler and Evans #39; prototype criteria (2003), we have determined the prototype and different meanings of the spatial and prototype meanings of preposition Be according to Farhang Sokkan (Anvari, 2002). Finally, sentences and phrases including these prepositions were chosen according to Farsi Biamoozim (2010) in the intermediate level. Data collection, took place among 50 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.4. ResultsThe 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 this prepositions:Table 1Table1. Independent ttest in the pretest of the control group with the experimental groupگروهmeanStandard deviatinLevene #39;s testttest F valuemeaningfulnessT valuedegreeMeaningfulnesscontrol58/1806/2459/1249/0208/024799/0exprimetal85/1813/3According to table 1, data analysis in Independent TTest (comparison of pretests in control and experimental groups) displayed that there isn rsquo;t significantly improvement between prior knowledge of learners before teaching.Table 2Table2. Independent ttest in posttest of the control group with the experimental groupgroupmeanStandard deviatinLevene #39;s testttest F valuemeaningfulnessT valuedegreeMeaningfulnesscontrol08/1992/1129/1299/0848/024000/0exprimetal64/2476/2According to table 2, data analysis in Independent TTest and comparison of posttests showed there is significantly more improvement between experimental groups compared to control groups.Figure 1 DiscussionThe results indicated that compared to traditional approach, applying cognitive method had significantly improvement in teaching different concepts of the preposition. ConclusionThe present study was concerned with a cognitive approach to provide an instructional methods for NonPersian speakers to learn prepositions ldquo;Be 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 this 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, whereas comparison of posttests showed there is significantly more improvement between experimental groups compared to control groups. The results indicated that compared to traditional approach, applying cognitive method had significantly improvement in teaching different concepts of the preposition. The findings open up an effective perspective strategies in teaching prepositions for language teachers.