تاثیر یادگیری مشارکتی بر متغیرهای انگیزشی درآموزش زبان فارسی به‏عنوان زبان دوم

پژوهش حاضر، با هدف بررسی تاثیر یادگیری مشارکتی بر متغیرهای انگیزشی فارسی‌آموزان غیرایرانی سطح میانی انجام گرفت. طرح پژوهش، آزمایشی از نوع پیش آزمون و پس آزمون، با گروه کنترل و آزمایش، متشکل از متغیر مستقلِ یادگیری مشارکتی و متغیرهایی از پرسشنامه‌ دورنیه و تاگوچی (2010) که بر اساس مدل نظام خودانگیزشی دورنیه (2005) طراحی شده است، مشتمل بر نگرش به جامعه‌ زبان دوم، اعتماد به نفس، علاقه به یادگیری زبان دوم و خودآرمانی، به عنوان متغیرهای وابسته بود. جامعه‌ آماری پژوهش فارسی آموزان کالج بین الملل دانشگاه علوم پزشکی تهران بودند که 42 نفر از میان آن ها، به روش نمونه گیری در دسترس انتخاب شده و در دو گروه کنترل و آزمایش قرار گرفتند. در گروه آزمایش، روش یادگیری به شیوه‌ مشارکتی و در گروه کنترل به شیوه‌ سنتی (انفرادی) صورت پذیرفت. یافته‌های به‌دست‌آمده از تجزیه و تحلیل داده ها توسط آزمون های کولموگروف – اسمیرنوف، همبستگی، رگرسیون و آزمون تی مستقل، حاکی از برتری شیوه‌ یادگیری مشارکتی بر تقویت عوامل انگیزشی مورد بررسی در این پژوهش، نسبت به روش سنتی بود. بر این اساس،  می توان نتیجه گرفت که آموزش مبتنی بر یادگیری مشارکتی، نقش پررنگ و تاثیر بسزایی در تقویت عوامل انگیزشی دارد. اهمیت جایگزین ساختن روش های یادگیری تعاملی؛ همچون مشارکتی با روش های انفرادی و سنتی و نیز توجه به عوامل افزایش دهنده‌ انگیزه در یادگیری آموزش زبان فارسی به عنوان زبان دوم، از رهیافت های مطالعه‌ حاضر به شمار می روند.

the effect of cooperative learning on motivational variables in teaching persian as a second language

in the 21st century, educational methods have pushed learners towards interactive and cooperative learning, and looking at the research, it is clear that one of the most effective learning methods in this regard is cooperative or interactive learning. cooperative learning is a method in which language learners, in small groups, learn course content with each other’s help and evaluate their current knowledge through exchanging opinions and dialogue. this critical issue can be raised: what are the methods of increasing learning motivation in language learners, and what solutions can be taken to pay special attention to psychological issues involved in learning and educational issues? looking at the conducted studies, it is obvious that one of the most effective learning methods in this regard is cooperative or interactive learning. cooperative learning is a method in which language learners learn the lesson content with the help of each other and evaluate their current knowledge through exchanging opinions and dialogue with each other. harvey (1986) states that the main core of cooperative learning is providing suitable environments for interacting learning members with each other. cooperative learning tries to make the learner understand that the teacher is not the only source of knowledge and information; rather, he can be effective in learning and solving his educational problems. the basis of cooperative learning theory is a foundation of various theories of sociology, psychology, political science, economics, and other branches of social sciences. therefore, johnson johnson( 2009) introduce cooperative learning as a method that includes the richest theoretical, practical, and research basis.extended abstract:introductionaccording to some experts, many factors involved in learning a second/foreign language play their role due to the existence of a psychological-emotional factor, i.e. motivation. therefore, it is necessary to be aware of the methods through which one can help to strengthen the motivation of language learners in language education. several factors affect the motivation for progress. one of these factors is the teaching-learning category. knowledge and awareness of language teachers regarding learning-teaching theories and teaching methods is of particular importance because, in addition to educational strategies and evaluation, the teacher must be aware of the methods that improve the progress of the important factor of motivation. so that he/she can improve the learning of language learners by using them.on the other hand, language teaching is considered a profession in the current century. to perform this profession, different methods are in competition with each other and research has been done to prove their efficiency in this competition.in the 21st century, educational methods have pushed language learners towards interactive and cooperative learning, and looking at the research, it is clear that one of the most effective learning methods in this regard is cooperative or interactive learning. cooperative learning is a method in which language learners, by being in small groups, learn course content with each other’s help and evaluate their current knowledge through exchanging opinions and dialogue with each other.researchers state that the main core of cooperative learning is to provide suitable environments for the interaction of learning members with each other. in cooperative learning, efforts are made to make the learner understand that the teacher is not the only source of knowledge and information, but can also be effective in learning and solving educational problems.now this important issue can be raised what are the methods of increasing learning motivation in language learners and what solutions can be taken to pay special attention to psychological issues involved in learning in addition to educational issues?in the current research, we are looking to investigate the effectiveness of the cooperative learning method on the variables of attitude to a second language community, self-confidence, interest in second language learning, and the ideal l2 self, which are among the variables of dornyei’s (2005) self-motivation system model in the second language, among non-iranian persian learners. in this regard, the following question was formed:    - what effect does cooperative learning have on non-iranian persian learners’ motivational elements (attitude to second language community, self-confidence, interest in second language learning, and the ideal l2 self)? methodologythe research design is a pre-test and post-test experiment with a control group and consists of the independent variable of collaborative learning and the variables considered from the self-motivational system of second language learning dornyei (2005) as dependent variables.