آموزش معکوس زبان فارسی به غیرفارسی‌زبانان مبتنی بر نظریه‌ی مهارت‌آموزی

در کلاس معکوس، برخلاف کلاس سنتی، دریافت اطلاعات جدید و آموزش، در منزل و انجام تکالیف درسی در کلاس صورت می‌گیرد. در یادگیری معکوس نیز آموزش مستقیم، از فضای آموزش گروهی به فضای آموزش فردی منتقل می‌شود و درنتیجه فضای گروهی در کلاس، تبدیل به محیط آموزشیِ پویا و تعاملی می‌گردد و معلم به جای ارائه درس در کنار زبان‌آموزان، آن ها را برای به‌کاربردن مفاهیم و تعامل خلّاقانه با موضوع آموزشی، راهنمایی می‌کند و زبان‌آموزان در فرایند یادگیری فعّال قرار می‌گیرند. در بین نظریه‌های زبان‌دوم‌آموزی، نظریه‌ مهارت‌آموزی، نظریه‌ای کاملاً روان‌شناختی است که ریشه در سه نوع روان‌شناسی رفتارگرا، شناختی و پیوندگرا دارد. این نظریه، اختصاص به زبان‌آموزی ندارد، بلکه برای تبیین فراگیری انواع مهارت‌ها به طور عام به‌کار گرفته می‌شود. این پژوهش، کیفی و از نوع اقدام‌پژوهی عملی[1] است. هدف پژوهش، بررسی چگونگی اجرای رویکرد معکوس برای آموزش زبان است و  به این دلیل، از بین نظریه‌های زبان‌دوم‌آموزی، نظریه‌ مهارت‌آموزی در نظر گرفته شده است؛ لذا در این پژوهش، با مروری بر پیشینه و مبانی نظری، رویکرد معکوس و قالب نظریه‌ مهارت‌آموزی، همسو شدن این دو رویکرد در اجرای آموزش معکوس زبان فارسی به عرب‌زبانان سطح میانی، به عنوان یک تجربه‌ زیسته، بیان شده است. یافته‌های پژوهش نشان داد که قالب نظریه‌ مهارت‌آموزی برای اجرای رویکرد معکوس در آموزش زبان مناسب است.

flipped teaching persian to non-persian speakersbased on skill acquisition theory

in the flipped class, unlike in the traditional class, new information and instruction are given at home, and homework is done in class; in flipped learning, direct instruction is transferred from the group learning space to the individual learning space, and as a result, the group space in the classroom becomes a dynamic and interactive learning environment, and the teacher, instead of presenting lessons, along with language learners, guides them to apply concepts and interact creatively with the subject matter; and learners are also involved in the active learning process. among the theories of secondary language learning, the skill acquisition theory is a purely psychological theory that is rooted in three types of behavioral, cognitive and relational psychology. this theory is not specific to language acquisition but is commonly used to explain the acquisition of a variety of skills. this research is a qualitative and practical action research type. the purpose of this study is to investigate how to implement a filipped approach to language teaching; for this purpose, among the theories of secondary language acquisition, the skill acquisition theory has been considered. therefore, in this study, by reviewing the literature and theoretical foundations of the flipped approach and the framework of the skill acquisition theory, the alignment of these two approaches in the implementation of flipped persian language teaching to intermediate arabic speakers as a lived experience has been expressed. findings showed that the format of skill acquisition theory is suitable for implementing the flipped approach in language teaching.extended abstract:today, with the advancement of technology and its popularity among the majority of language learners, the need to synchronize processes of language teaching and learning/acquisition with this progress has become more important. the widespread use of technology has become an integral part of the life of individuals (language learners), so providing technology compatible language teaching materials encourages language learners to make optimal use of these teaching materials. flipped approach is one of the new educational approaches that tries to employ technology in training and meet this need by optimally managing time and using active learning methods. this approach is often used in the format of two terms: flipped class and flipped learning. in the flipped class, student receive new information and training at home and homework is done in class. additionally, in flipped learning, direct learning is transferred from the group learning space to the personal (/private) learning space; as a result, the group space becomes a dynamic and interactive learning environment, where the teacher guides language learners to apply concepts and interact creatively with the educational subject.the purpose of this study is to investigate how to implement a flipped approach to language teaching. for this purpose, from the theories of second language acquisition, considering the properties of the flipped approach, it seems that the skill acquistion theory is a good framework for implementing such an approach in the second language acquistion. therefore, in this research, we have implemented flipped approach in the framework of skill acquisition theory to teach persian to speakers of other languages and explained in detail how it was implemented and the results as an experience.this research is a qualitative and practical action research type. so, the flipped implementation of teaching persian language for intermediate arab learners was planned virtually in may 2020. the course was designed as a four skill course with more emphasis on reading skill. the classes were virtual, online and simultaneously on the skyroom platform, three sessions per week (in three days) and each session was an hour and a half. to accurately record the implementation process, two types of portfolios were created: teacher portfolio and language learner portfolio. in the teacher portfolio, a folder was created for each lesson to store and categorize the educational contents which were produced by the teacher. for each lesson, a pre study file, a supplementary lesson presentation file, a homework file and the relevant audio and video files have been prepared and saved. also, the teacher’s teaching method was recorded in each session for saving in the teacher’s portfolio for future lesson analysis research. in addition, all teaching techniques and activities were recorded in the teacher’s portfolio. for this course in the edmodo platform, a backup system was designed at https://edmo.do/j/zkswyw with the login code &ciswyy&. all language learners became members of this system with the help of the teacher, and each session, in addition to the files shared in whatsapp application, they were simultaneously uploaded to edmodo system.assessment of learners’ performance in the course was considered as a combination of formative and summative assessment. 40% of each learner’s assessment was dedicated to their formative assessment and 60% of it was allocated to the final (/summative) assessment. at the end of the course, it was tried to adapt the final assessment to the conditions of the course and the characteristics of the flipped approach. the test was held in virtual form. before the testing day, a file titled &test process& was shared in the whatsapp group and backup system. the testing procedure was fully explained in that file so that no ambiguity remains for language learners.findings of this study mentioned that due to the popularity of technology and the increasing use of learners in virtual and online environments and the compatibility of the flipped approach with this development, this approach is easily implemented and applicable, and in most cases was found pleasurable by language learners. evidence from the course (class participation and pre study and assignments) suggests that learners were more involved with the content during the implementation of this approach. in general, the benefits of flipped execution of this course can be listed as follows:good interaction between teacher and learne