تحلیل نارسانویسی املای فارسی‌آموزان چینی‌زبان بر پایه دیدگاه شناختی (پژوهشی)

اﻫﻤﯿﺖ ﻧﻮﺷﺘﻦ و ﻧﯿﺎز ﺑﻪ ﺻﺤﯿﺢ ﻧﻮﺷﺘﻦ در اﻣﺮ ﯾﺎدﮔﯿﺮی زﺑﺎن دوم ﯾﺎ زﺑﺎن ﺧﺎرﺟﯽ ﺑﺮ ﻫﯿﭻ ﮐﺴﯽ ﭘﻮﺷﯿﺪه ﻧﯿﺴﺖ. اﻏﻠﺐ ﻣﺪرﺳﺎن زﺑﺎن ﻓﺎرﺳﯽ از ﻓﻌﺎﻟﯿﺖ اﻣﻼ، ﻫﻢ ﺑﻪﻋﻨﻮان اﺑﺰار ﻣﻨﺎﺳﺒﯽ ﺑﺮای آﻣﻮزش و ﻫﻢ ارزﺷﯿﺎﺑﯽ و آزﻣﻮن اﺳﺘﻔﺎده ﻣﯽﮐﻨﻨﺪ. ﻓﻌﺎﻟﯿﺖ اﻣﻼﻧﻮﯾﺴﯽ ﻧﻪ ﺗﻨﻬﺎ درک ﺷﻨﯿﺪاری، ﺑﻠﮑﻪ ﺗﺎ ﺣﺪودی ﺗﻮاﻧﺎﯾﯽ ﺟﺎﻣﻊ زﺑﺎن را ﻣﻮرد اﻧﺪازهﮔﯿﺮی ﻗﺮار ﻣﯽدﻫﺪ؛ زﯾﺮا ﮐﻪ در ﻣﻬﺎرت اﻣﻼﻧﻮﯾﺴﯽ ﻋﻼوه ﺑﺮ ﺗﻮاﻧﺎﯾﯽ اﻧﻄﺒﺎق ﮐﺎﻣﻞ ﺻﻮرت ﺷﻨﯿﺪاری ﺣﺮوف و ﮐﻠﻤﺎت ﺑﺎ ﺻﻮرت ﻧﻮﺷﺘﺎری آن، ﺑﺎﯾﺪ ﺑﻪ رواﺑﻂ ﺑﯿﻦ واژهﻫﺎ در درون ﺟﻤﻼت ﻣﺘﻦ از ﯾﮏ ﺳﻮ و رواﺑﻂ واژهﻫﺎی ﺧﺎرج از ﺟﻤﻠﻪﻫﺎی ﻣﺘﻦ ﻧﯿﺰ اﺷﺮاف داﺷﺖ. ﺑﻨﺎﺑﺮاﯾﻦ رﻣﺰﮔﺸﺎﯾﯽ ﺻﺪاﻫﺎ و رﻣﺰﮔﺬاری ﻣﺠﺪد آنﻫﺎ در ﻧﻮﺷﺘﺎر، ﯾﮏ ﺗﮑﻠﯿﻒ ﻣﻬﻢ و ﻗﺎﺑﻞ ﺗﻮﺟﻪ در اﻣﺮ آﻣﻮزش زﺑﺎن اﺳﺖ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻫﻤﯿﺖ اﯾﻦ ﻣﻮﺿﻮع، ﻫﺪف اﺻﻠﯽ اﯾﻦ ﭘﮋوﻫﺶ ﺑﺮرﺳﯽ و ﺗﺤﻠﯿﻞ ﻧﺎرﺳﺎﻧﻮﯾﺴﯽ اﻣﻼی ﻓﺎرﺳﯽآﻣﻮزان ﭼﯿﻨﯽزﺑﺎن ﺑﺮ ﭘﺎﯾﻪی دﯾﺪﮔﺎه ﺷﻨﺎﺧﺘﯽ اﺳﺖ. ﺟﺎﻣﻌﻪی آﻣﺎری اﯾﻦ ﭘﮋوﻫﺶ، ﻓﺎرﺳﯽآﻣﻮزان ﭼﯿﻨﯽزﺑﺎن ﻣﺮﮐﺰ آﻣﻮزش زﺑﺎن ﻓﺎرﺳﯽ داﻧﺸﮕﺎه ﺑﯿﻦاﻟﻤﻠﻠﯽ اﻣﺎم ﺧﻤﯿﻨﯽ)ره( و ﻓﺎرﺳﯽآﻣﻮزان ﭼﯿﻨﯽزﺑﺎن داﻧﺸﮕﺎه ﻣﻄﺎﻟﻌﺎت زﺑﺎنﻫﺎی ﺧﺎرﺟﯽ ﭘﮑﻦ ﺑﻮده اﺳﺖ. اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ روش ﺗﻮﺻﯿﻔﯽ- ﺗﺤﻠﯿﻠﯽ و ﺑﺮ ﭘﺎﯾﻪی دﯾﺪﮔﺎه ﺷﻨﺎﺧﺘﯽ اﻧﺠﺎم ﺷﺪه اﺳﺖ. ﻧﻤﻮﻧﻪی آﻣﺎری اﯾﻦ ﭘﮋوﻫﺶ،30 ﻧﻤﻮﻧﻪ از اﻣﻼی زﺑﺎنآﻣﻮزان ﭼﯿﻨﯽزﺑﺎن در ﺳﻄﻮح ﻋﻤﻮﻣﯽ و ﺗﮑﻤﯿﻠﯽ ﻣﺮﮐﺰ آﻣﻮزش زﺑﺎن ﻓﺎرﺳﯽ داﻧﺸﮕﺎه ﺑﯿﻦاﻟﻤﻠﻠﯽ اﻣﺎم ﺧﻤﯿﻨﯽ ره( و ﺗﻌﺪاد 15 ﺑﺮﮔﻪ اﻣﻼی ﻓﺎرﺳﯽآﻣﻮزان ﭼﯿﻨﯽزﺑﺎن داﻧﺸﮕﺎه ﻣﻄﺎﻟﻌﺎت زﺑﺎنﻫﺎی ﺧﺎرﺟﯽ ﭘﮑﻦ اﺳﺖ. ﺑﺮای اﻧﺠﺎم ﭘﮋوﻫﺶ، اﺑﺘﺪا ﻣﺘﻦ اﻣﻼی ﻓﺎرﺳﯽآﻣﻮزان ﺗﺼﺤﯿﺢ و ﺳﭙﺲ ﻧﻮع ﺧﻄﺎﻫﺎی اﻣﻼﻧﻮﯾﺴﯽ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺧﻄﺎﻫﺎی آﻣﻮزﺷﯽ، دﻗﺖ، ﺣﺎﻓﻈﻪی ﺷﻨﯿﺪاری، ﺣﺴﺎﺳﯿﺖ ﺷﻨﯿﺪاری، ﺣﺎﻓﻈﻪی دﯾﺪاری، ﺗﻮاﻟﯽ دﯾﺪاری، ﺗﻤﯿﯿﺰ دﯾﺪاری، واروﻧﻪﻧﻮﯾﺴﯽ و ﻗﺮﯾﻨﻪﻧﻮﯾﺴﯽ ﻣﻮرد ﺑﺮرﺳﯽ و واﮐﺎوی ﻗﺮار ﮔﺮﻓﺖ. ﯾﺎﻓﺘﻪﻫﺎی ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﺸﺘﺮﯾﻦ درﺻﺪ ﺧﻄﺎﻫﺎی اﻣﻼﯾﯽ ﻓﺎرﺳﯽآﻣﻮزان ﭼﯿﻨﯽزﺑﺎن، ﺑﻪ ﺗﺮﺗﯿﺐ ﻣﺸﮑﻞ آﻣﻮزﺷﯽ، ﺣﺴﺎﺳﯿﺖ ﺷﻨﯿﺪاری و ﺣﺎﻓﻈﻪی دﯾﺪاری اﺳﺖ. در ﭘﺎﯾﺎن راﻫﮑﺎرﻫﺎﯾﯽ ﻣﺒﺘﻨﯽ ﺑﺮ روﯾﮑﺮد ﺷﻨﺎﺧﺘﯽ ﺑﻪﻣﻨﻈﻮر ﺑﻬﺒﻮد ﻋﻤﻠﮑﺮد اﻣﻼﻧﻮﯾﺴﯽ ﻓﺎرﺳﯽآﻣﻮزان ﭼﯿﻨﯽزﺑﺎن اراﺋﻪ ﮔﺮدﯾﺪ.

Analysis of Persian dictation dysgraphia of Chinese learners based on cognitive model

Many Persian learner have difficulty to link sound and symbol. They cannot transform the sounds that they hear into letters and words. Therefore, the purpose of the present study was to investigate and analyze the Chinese learner’s dictation based on cognitive model and to provide appropriate solutions. The target population of this study is Chinese learners at Imam Khomeini International University’s Persian Language Learning Center and Chinese learners at Beijing Foreign Language Studies University. This research was be descriptive and analytical based on the cognitive framework. The sample of this research is 30 samples dictation of Chinese learners at the elementary and advanced levels of Imam Khomeini University and 15 samples dictation of Chinese learners of Beijing Foreign Language Studies University. In order to do the research, at first researcher investigated dictation of Chinese learners. Then, their dictation errors were identified based on Dr. Mustafa Tabriz’s Classification of Nine Classes. These errors include training, accuracy, auditory memory, auditory sensitivity, visual memory, visual sequence, visual differentiation, inversion, and mirroring. At the end, the obtained data were presented as descriptive statistics and strategies for cognitive approach were provided for each type of dictation errors to improve learners’ dictation performance. The results show that the highest percentage of dictation errors is educational problem and then auditory memory and then visual memory. Therefore, it can be said that cognitive strategies can be used as a new and attractive method for learners along with other common methods for dictation disorder with regard to individual differences. Extended Abstract: Persian dictation dysgraphia can be examined from different perspectives, one of them is the cognitive perspective.In second language learning, learners do not have the cognitive base and conceptual information that can facilitate the retention of foreign language words in shortterm memory. Therefore, they are not able to perform the necessary mental activities at the same time. Such mental activities include phonetic, morphological, syntactic, and conceptual decoding. Many Persian learners have difficulty to link sound and symbol. They cannot transform the sounds that they hear into letters and words. From a cognitive approach, they may have difficulty with auditory memory. Based on this evidence, it can be concluded that non Persian learners may have difficulty understanding, processing, and memorizing auditory and visual stimuli. Therefore, the purpose of the present study was to investigate and analyze the Chinese learners dictation based on cognitive model and to provide appropriate solutions.  The target population of this study is Chinese learners at Imam Khomeini International University’s Persian Language Learning Center and Chinese learners at Beijing Foreign Language Studies University. This research was be descriptive and analytical based on the cognitive framework. The sample of this research is 30 samples dictation of Chinese learners at the elementary and advanced levels of Imam Khomeini University and 15 samples dictation of Chinese learners of Beijing Foreign Language Studies University.In this research, both the library method has been used for theoretical foundations and the field method has been used to check spelling malfunctions and data analysis.As a result, the present research method is descriptiveanalytical. In order to do the research, at first researcher investigated dictation of Chinese learners. Then, their dictation errors were identified based on Dr. Mustafa Tabrizi’s Classification of Nine Classes. These errors include training, accuracy, auditory memory, auditory sensitivity, visual memory, visual sequence, visual differentiation, inversion, and mirroring and then extracts and places them in special tables that have been designed for this purpose.Finally, using SPSS software, the obtained results in the relevant table were analyzed and frequency were determined.The accuracy and validity of the research hypotheses were also assessed using descriptive diagrams. At the end, the obtained data were presented as descriptive statistics and strategies for cognitive approach were provided for each type of dictation errors to improve learners’ dictation performance. The results show that the highest percentage of dictation errors is educational problem and then auditory memory and then visual memory. Therefore, it can be said that cognitive strategies can be used as a new and attractive method for learners along with other common methods for dictation disorder with regard to individual differences.