نگرش فارسی‌آموزان ملیّت‌های کره جنوبی، روسیه و عراق و مدرسان آنان نسبت به آموزش دستور و نحوۀ ارائه بازخورد

آﻣﻮزش دﺳﺘﻮر، از ﮔﺬﺷﺘﻪ ﺗﺎﮐﻨﻮن، ﺟﺰﺋﯽ ﺗﻔﮑﯿﮏﻧﺎﭘﺬﯾﺮ از آﻣﻮزش زﺑﺎن دوم ﺑﻮده اﺳﺖ. ﻧﮕﺮشﻫﺎی ﻣﺨﺘﻠﻔﯽ ﻧﺴﺒﺖ ﺑﻪ آﻣﻮزش اﯾﻦ ﻣﺆﻟﻔﮥ زﺑﺎﻧﯽ وﺟﻮد دارد. آﻣﻮزش ﻣﺴﺘﻘﯿﻢ دﺳﺘﻮر، آﻣﻮزش ﻣﻌﻨﺎ ﺑﺪون ﺗﺄﮐﯿﺪ ﺑﺮ دﺳﺘﻮر و آﻣﻮزش ﺗﺮﮐﯿﺒﯽ، ﺳﻪ ﻧﮕﺮش اﺳﺎﺳﯽ ﻫﺴﺘﻨﺪ. از ﺳﻮی دﯾﮕﺮ، ﻧﺤﻮه‌ اراﺋﮥ ﺑﺎزﺧﻮرد ﺑﻪ ﺧﻄﺎﻫﺎی زﺑﺎنآﻣﻮز ﻧﯿﺰ ﯾﮑﯽ دﯾﮕﺮ از ﻣﺴﺎﺋﻞ ﻣﻬﻢ در آﻣﻮزش زﺑﺎن اﺳﺖ ﮐﻪ ﺑﺎورﻫﺎ و ﻧﮕﺮش زﺑﺎن آﻣﻮزان در آن ﻣﺆﺛﺮ اﺳﺖ. در اﯾﻦ ﭘﮋوﻫﺶ، ﻧﮕﺮش زﺑﺎن آﻣﻮزان ﻏﯿﺮاﯾﺮاﻧﯽ ﺑﺮ ﻧﺤﻮه‌ درﯾﺎﻓﺖ ﺑﺎزﺧﻮرد و ﻧﺤﻮه‌ ﯾﺎدﮔﯿﺮی دﺳﺘﻮر، ﺑﯿﻦ ﺳﻪ ﻣﻠﯿّﺖ ﻋﺮاﻗﯽ، ﮐﺮهای و روﺳﯽ ﺑﺮرﺳﯽ ﺷﺪه اﺳﺖ. ﺑﻪ اﯾﻦ ﻣﻨﻈﻮر، ﭘﺮﺳﺶﻧﺎﻣﻪای ﺑﯿﻦ ﻓﺎرﺳﯽآﻣﻮزان ﺳﻪ ﻣﻠﯿّﺖ روس، ﮐﺮهای ﮐﺮه‌ ﺟﻨﻮﺑﯽ ، ﻋﺮاﻗﯽ و ﻣﺪرﺳﺎﻧﯽ ﮐﻪ ﺑﺮای زﺑﺎنآﻣﻮزان ﻫﺮﮐﺪام از اﯾﻦ ﺳﻪ ﻣﻠﯿّﺖ ﺗﺪرﯾﺲ ﻣﯽﮐﻨﻨﺪ، ﭘﺨﺶ و ﻧﺘﺎﯾﺞ آنﻫﺎ ﺗﺤﻠﯿﻞ ﺷﺪ. ﻃﺒﻖ ﻧﺘﺎﯾﺞ ﺑﻪ دﺳﺖ آﻣﺪه، ﻫﻢ ﻣﺪرﺳﺎن و ﻫﻢ زﺑﺎنآﻣﻮزان ﻣﻌﺘﻘﺪﻧﺪ ﮐﻪ ﯾﺎدﮔﯿﺮی دﺳﺘﻮر زﺑﺎن ﺑﻪ ﯾﺎدﮔﯿﺮی زﺑﺎن ﻓﺎرﺳﯽ ﮐﻤﮏ ﻣﯽﮐﻨﺪ؛ اﻣﺎ ﻓﻘﻂ زﺑﺎنآﻣﻮزان ﻣﻌﺘﻘﺪﻧﺪ ﮐﻪ ﯾﺎدﮔﯿﺮی دﺳﺘﻮر، ﺑﻪ ﺗﻮاﻧﺶ ارﺗﺒﺎﻃﯽ ﻧﯿﺰ ﮐﻤﮏ ﻣﯽﮐﻨﺪ. ﻫﻤﭽﻨﯿﻦ ﺑﻪﻃﻮر ﮐﻠﯽ، زﺑﺎنآﻣﻮزان ﻧﺴﺒﺖ ﺑﻪ ﻣﺪرﺳﺎن، ﻧﮕﺮش ﻣﺜﺒﺖﺗﺮی ﻧﺴﺒﺖ ﺑﻪ آﻣﻮزش ﻣﺴﺘﻘﯿﻢ دﺳﺘﻮر دارﻧﺪ. از ﺳﻮی دﯾﮕﺮ، ﻫﻤﮥ زﺑﺎنآﻣﻮزان ﺑﻪﻃﻮر ﮐﻠﯽ ﺗﺼﺤﯿﺢ ﺧﻄﺎ را ﻧﻤﯽﭘﺴﻨﺪﻧﺪ ﯾﻌﻨﯽ ﺑﻪ ﺻﻮرت ﻣﺴﺘﻘﯿﻢ ؛ اﻣﺎ ﺗﻤﺎﯾﻞ دارﻧﺪ ﮐﻪ ﻣﺪرﺳﺎن آنﻫﺎ، ﺧﻄﺎﻫﺎﯾﺸﺎن را ﺑﻪﻃﻮر ﻏﯿﺮﻣﺴﺘﻘﯿﻢ ﮔﻮﺷﺰد ﮐﻨﻨﺪ. در اﯾﻦ ﭘﮋوﻫﺶ، ﻫﻤﭽﻨﯿﻦ ﺟﺰﺋﯿﺎﺗﯽ درﺑﺎره‌ اﺧﺘﻼف ﺑﯿﻦ زﺑﺎنآﻣﻮزان، از ﻣﻠﯿّﺖﻫﺎی ﻣﺨﺘﻠﻒ، در ﻧﮕﺮش ﻧﺴﺒﺖ ﺑﻪ آﻣﻮزش دﺳﺘﻮر و درﯾﺎﻓﺖ ﺑﺎزﺧﻮرد ﻧﯿﺰ ﺑﻪ دﺳﺖ آﻣﺪ.

teaching grammar and providing feedback; differences and similarities in attitudes of teachers and persian students from south korea, russia and iraq

teaching grammar has long been an integral part of second language instruction. there are different approaches to teaching this language component. direct instruction, instruction meaning without emphasis on grammar, and combination instruction are the three basic approaches. on the other hand, providing corrective feedback on learners’ mistakes is another critical issue in language teaching in which learners’ beliefs and attitudes are influential. this study investigated the impact of nationality and point of views of learners and their teachers on their attitudes toward teaching grammar and providing feedback. for this purpose, a questionnaire was distributed among students from russia, south korean and iraq and teachers who teach for each of these three nationalities, and their results were analyzed. according to the results, both teachers and language learners believe that learning grammar helps to learn persian. however, only language learners believe that learning grammar also helps with communication skills. also, in general, language learners have a more positive approach to direct instruction than instructors. on the other hand, not all language learners like to correct their errors directly, but tend to have their teachers point out their errors with indirect feedbacks. the study also provided details on differences between learners of different nationalities in their teaching grammar and receiving feedback.extended abstract:     in language teaching, there are three different perspectives on grammar teaching. extreme focus on grammar, which equates to language teaching; emphasis on the meaning that we removed the grammar from the language; and a logical focus on the grammar, at which point grammar returned to language teaching and became important alongside meaning. learners also have different perspectives on grammar and feedback training, some of which are rooted in their culture. language learners of some nationalities still equate grammar with language teaching and prefer feedback to their mistakes to be direct. language learners of some other nationalities prefer the grammar to be removed from language teaching or to pay less attention to it.materials and methodsparticipants in the study were 22 teachers and 44 russian, iraqi and korean teachers. the data collection tool in this study was a questionnaire extracted from schultz 2001 . the study consisted of two separate questionnaires corresponding to the likert scale distributed among persian students and teachers with 13 statements about &respondent’s view on grammar teaching and error correction&. results and discussionreliability was 0.71 for teachers ’answers and 0.66 for persian students’ answers. the modified lilforce kolmogorov smirnov test examined the normal distribution, and the data distribution of teachers and persian students was not normal. we used the non parametric wilcoxon test for instructors and the parametric t test for the persian students’ data according to the central limit theorem.according to table1, the following can be extracted:all language learners believe that communication skills improve with learning grammar, but no group of educators believes so. also, all language learners believe that grammar is reminded by writing or reading.both teachers and language learners believe that learning grammar helps to learn persian.iraqi and russian language learners have a more positive approach to direct instruction, but this approach is less common in korean language learners.the approach of russian language teachers to direct instruction in grammar is more favorable than the other two groups of teachers.in general, language learners ’approach to grammar teaching is more favorable than teachers’ approach.according to table, the following can be extracted:• all groups of language learners generally have a negative attitude towards correction by the teacher. however, they have a positive attitude towards correcting writing and speaking mistakes.russian language teachers have the most positive approach to feedback. in contrast, iraqi language teachers have a more negative approach.except for two groups russian language learners and korean language teachers , the rest of the groups believe that persian students are not interested in correcting their mistakes in the classroom.conclusioncontrary to the first hypothesis, teachers generally do not have a very positive approach to direct instruction.the difference in the attitude of language learners towards direct instruction of grammar is correct, but contrary to the hypothesis, iraqi language learners prefer direct instruction of instruction more than other language learners. instructors’ approach to feedback cannot be summarized in general. russian language learners have a more positive approach to corrective feedback than other language learners, but we cannot talk about russian language teachers.it is not possible to talk about the approach of korean language learners and their instructors to corrective feedback.the approach of iraqi language learners to feedback cannot be summarize