واکاوی نقش تکنیک اطناب‌ گویی و رمزگردانی در بهبود مهارت گفتاری دانش ‌آموزان

این پژوهش با هدف واکاوی نقش تکنیک اطناب‌گویی و رمزگردانی در بهبود مهارت گفتاری دانش‌آموزان در سال تحصیلی 1400-1399 اجرا شد. با توجه به ماهیت تحقیق، پژوهش حاضر کیفی و از نوع تحقیقات تحلیلی، استنباطی می‌باشد. جامعه آماری پژوهش شامل کلیه دانش آموزان مدرسه فرزانگان(دخترانه) ناحیه دو شهرستان سنندج (متوسطه دوم) بود که از این تعداد 21 نفر  از طریق روش نمونه‌گیری هدفمند انتخاب شد و برای جمع‌آوری اطلاعات از  مصاحبه  نیمه ساختار یافته استفاده گردید. یافته‌ها نشان داد که اطناب‌گویی و رمزگردانی کاربردهای اثربخشی در جهت تشویق دانش آموزان به شرکت در گفتگوها و بحث‌های کلاس دارد و استفاده از اطناب‌گویی و رمزگردانی می‌تواند مهارت‌های گفتاری دانش آموزان را بهبود بخشد، بنابراین  می‌توان نتیجه گرفت که استفاده از اطناب‌گویی و رمزگردانی نه‌تنها مهارت گفتاری را تسهیل می‌کند بلکه اعتمادبه‌نفس، انگیزه و تسلط دانش آموزان را در حین صحبت کردن به زبان انگلیسی افزایش می‌دهد.

investigating the role of circumlocution and code -switching techniques in improving students’ speaking skill

fluency in english is a priority for many learners, and it is worth noting that most english learners usually assess their english language ability based on how well they can speak it (haidara, 2016; luoma, 2004; richards, 2008). since the main purpose of communication is the transmission of information, this transmission must be clear. unfortunately, english learners may have difficulty conveying the message correctly to the audience (baradeyah farrah, 2017). one possible solution to these challenges is to use speaking strategies. this means that learners can use speaking strategies to maintain the flow of their conversations; many researchers emphasize the use of speaking strategies (santoso taufiq, 2021; nguyet mai, 2012; baradeyah, farrah, 2017). circumlocution and code-switching are a subset of speaking strategies and are two effective techniques in improving students’ speaking skills.according to ramshaw (1996), circumlocution is a method of surrounding a particular idea with several words rather than explaining it directly in fewer words. previous research has shown that the use of circumlocution has positive effects on improving students’ speaking skills (santoso taufiq, 2021; baradeyah, n., farrah, 2017; campillo, 2006; chen, 2006). although circumlocution can play a role in strengthening speaking skills, it also has its limitations. for example, the use of this technique requires that students’ language skills are at a desirable level and that they are familiar with a range of basic and essential words and structures (baradeyah farrah, 2017).therefore, if some students are not able to use circumlocution for some reason, the teacher can use other speaking strategies such as code-switching to improve and simplify students’ speaking skills and increase their interaction in conversations. code-switching is defined as the ability of bilinguals to switch between target and native languages (zentella, 1981). code-switching has been shown to positively affect learners’ ability to speak with low proficiency and has a direct impact on students’ motivation to communicate and actively participate in class (shanehsazzadeh, heidari darani, 2017; malik, 1994).the present study was conducted to answer the question of what is the effect of using the strategy of circumlocution and code-switching on improving students’ speaking skills. due to the nature of research data, the present study is qualitative and analytical, inferential.