بررسی تمرین‌‌‌‌‌های واژه‌آموزی کتاب‌‌‌های نگارش فارسی دورۀ دوم ابتدایی بر اساس دانش واژگانی

در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺗﻤﺮﯾﻦﻫﺎی واژهآﻣﻮزی ﮐﺘﺎبﻫﺎی ﻧﮕﺎرش ﻓﺎرﺳﯽ دوره‌ دوم اﺑﺘﺪاﯾﯽ ﺑﺮ اﺳﺎس ﻃﺒﻘﻪﺑﻨﺪی واژﮔﺎﻧﯽ ﻣﻄﺎﻟﻌﻪ ﺷﺪهاﻧﺪ. اﯾﻦ ﭘﮋوﻫﺶ ﺑﻪ روش ﺗﻮﺻﯿﻔﯽ ﺗﺤﻠﯿﻠﯽ اﻧﺠﺎم ﯾﺎﻓﺘﻪ اﺳﺖ. اﺑﺘﺪا، ﺗﻤﺮﯾﻦﻫﺎی واژهآﻣﻮزی ﮐﺘﺎبﻫﺎ در زﯾﺮﻣﻘﻮﻟﻪﻫﺎی ﻣﺨﺘﻠﻒِ ﻃﺒﻘﻪﺑﻨﺪی داﻧﺶ واژﮔﺎﻧﯽ ﻗﺮار داده ﺷﺪ ﺗﺎ ﻓﺮاواﻧﯽ و ﻣﯿﺎﻧﮕﯿﻦ درﺻﺪ آﻧﻬﺎ ﻣﺸﺨﺺ ﮔﺮدد. ﺳﭙﺲ، ﺑﺮای ﺗﺤﻠﯿﻞ دادهﻫﺎ از ﻧﺮم اﻓﺰار اِس. ﭘﯽ. اِس. اِس اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ آﻣﺎر ﺗﻮﺻﯿﻔﯽ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ در ﻫﺮ ﺳﻪ ﮐﺘﺎب ﻧﮕﺎرش ﻓﺎرﺳﯽ، ﺗﻤﺮﯾﻦﻫﺎی ﻣﺮﺗﺒﻂ ﺑﺎ ﺑﻌﺪ ﺻﻮرت ﻧﻮﺷﺘﺎری از ﻓﺮاواﻧﯽ ﺣﺪاﮐﺜﺮی ﺑﺮﺧﻮردار ﻫﺴﺘﻨﺪ، درﺣﺎﻟﯽﮐﻪ اﺑﻌﺎد دﯾﮕﺮ داﻧﺶ واژﮔﺎﻧﯽ، ﻧﻈﯿﺮ ﻫﻤﺎﯾﯽ واژهﻫﺎ، دارای ﻓﺮاواﻧﯽ ﺣﺪاﻗﻠﯽ ﻫﺴﺘﻨﺪ. ﻫﻤﭽﻨﯿﻦ، اﺧﺘﺼﺎص 80 درﺻﺪ از ﺗﻤﺮﯾﻦﻫﺎی ﺻﺮﯾﺢ واژهآﻣﻮزی ﺑﻪ ﻓﻌﺎﻟﯿﺖﻫﺎی واژﮔﺎﻧﯽ درﯾﺎﻓﺘﯽ در ﻣﻘﺎﯾﺴﻪ ﺑﺎ ﺗﻨﻬﺎ 20 درﺻﺪ ﺗﻤﺮﯾﻦﻫﺎی ﺗﻮﻟﯿﺪی، ﻧﺎﻣﺘﻮازنﺑﻮدن ﻃﺮاﺣﯽ ﺗﻤﺮﯾﻦﻫﺎ در ﮐﺘﺎبﻫﺎی ﻧﮕﺎرش ﻓﺎرﺳﯽ را ﻧﺸﺎن ﻣﯽدﻫﺪ؛ درﺻﻮرﺗﯽﮐﻪ اﯾﻦ ﮐﺘﺎبﻫﺎ ﺑﺮای آﻣﻮزش ﻣﻬﺎرت ﻧﻮﺷﺘﻦ ﺗﺪوﯾﻦ ﺷﺪهاﻧﺪ ﮐﻪ ﯾﮏ ﻣﻬﺎرت ﺗﻮﻟﯿﺪی اﺳﺖ. ﻃﺒﻖ ﻧﺘﺎﯾﺞ آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ، ﺑﯿﻦ اﺑﻌﺎد ﻣﺨﺘﻠﻒ داﻧﺶ واژﮔﺎﻧﯽ ﺗﻤﺮﯾﻦﻫﺎی واژهآﻣﻮزی ﮐﺘﺎبﻫﺎی ﻧﮕﺎرش ﻓﺎرﺳﯽ در ﺳﻪ ﭘﺎﯾﮥ ﺗﺤﺼﯿﻠﯽ دوره‌ دوم اﺑﺘﺪاﯾﯽ ﺗﻔﺎوت ﻣﻌﻨﺎداری وﺟﻮد ﻧﺪارد؛ درﺻﻮرﺗﯽﮐﻪ ﺗﻔﺎوت ﺑﯿﻦ ﻧﻮع ﺗﻤﺮﯾﻦﻫﺎی اﯾﻦ ﮐﺘﺎبﻫﺎ ﺑﻪﻟﺤﺎظ آﻣﺎری ﻣﻌﻨﺎدار اﺳﺖ. ﭘﯿﺸﻨﻬﺎد ﻣﯽﺷﻮد ﺗﻤﺮﯾﻦﻫﺎی واژهآﻣﻮزی ﮐﺘﺎبﻫﺎی درﺳﯽ ﭘﯿﮑﺮهﺑﻨﯿﺎد ﺑﺎﺷﻨﺪ. ﻫﻤﭽﻨﯿﻦ، اﺑﻌﺎد ﻣﺨﺘﻠﻒ داﻧﺶ واژﮔﺎﻧﯽ در ﺗﻤﺮﯾﻦﻫﺎی ﻣﺘﻨﻮع درﯾﺎﻓﺘﯽ و ﺗﻮﻟﯿﺪی ﮐﺘﺎبﻫﺎ ﻧﻤﻮد ﭘﯿﺪا ﮐﻨﻨﺪ ﺗﺎ داﻧﺶآﻣﻮزان ﺑﻪ دﻓﻌﺎت ﻣﺘﻌﺪد در ﻣﻌﺮض ﯾﮏ واژه ﻗﺮار ﮔﯿﺮﻧﺪ، زﯾﺮا ﺗﮑﺮار واژه، ﻋﺎﻣﻞ ﻣﻬﻤﯽ در ﯾﺎدﺳﭙﺎری واژهﻫﺎی زﺑﺎن اﺳﺖ. ﯾﺎﻓﺘﻪﻫﺎ و ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، اﻓﺰون ﺑﺮ ﮐﺎرآﻣﺪﺑﻮدن در ﻃﺮاﺣﯽ و ﺗﺪوﯾﻦ ﮐﺘﺎبﻫﺎی درﺳﯽ، در ﺣﻮزه‌ ﺗﺪرﯾﺲ ﻧﯿﺰ ﻣﯽﺗﻮاﻧﻨﺪ ﺑﺮای ﻣﻌﻠﻤﺎن ﻣﻔﯿﺪ ﺑﺎﺷﻨﺪ.

analyzing the vocabulary tasks of persian writing textbooks used at primary schools (4th, 5th, and 6th grades) based on lexical knowledge

words are the most important elements in a language. wilkins states, while without grammar very little can be conveyed, without vocabulary, nothing can be conveyed (1972: 111-112). vocabulary affords learners of the language access to all forms of oral and written communication of the word. nation (2001) has determined the construction of vocabulary knowledge in a broader perspective by combining form (pronunciation, spelling, and the word parts), meaning (structure or meaning of words, ideas, a combination of words), and use (syntax, collocation, constraints in use). this paper attempted to study the vocabulary tasks of persian writing textbooks used at primary schools (4th, 5th and 6th grades) based on nation’s (2001; 2013) lexical knowledge taxonomy. since richards (1976) described several aspects of word knowledge in his influential paper (the role of vocabulary teaching), many more applied linguists have discussed what is involved in knowing a word (nation, 2001; jiménez catalán, 2002 and …). richards (1976) listed word frequency, syntactic behavior, form and its derivations, association, limitations on use, semantic value, and conceptual meaning as types of word knowledge. nation (2001) defined the nine aspects of vocabulary knowledge as follows: 1. knowledge of the spoken form of a word 2. knowledge of the written form of a word 3. knowledge of the parts in a word, which have meaning 4. knowledge of the link between a particular form and a meaning 5. knowledge of the concepts a word may possess and the items it can refer to 6. knowledge of the vocabulary that is associated with a word 7. knowledge of a word's grammatical functions 8. knowledge of a word's collocations 9. knowledge of a word's register and frequency. nation further broke down each aspect into receptive and productive knowledge. receptive knowledge most often refers to the recognition of vocabulary when reading or listening while productive knowledge refers to the use of words in speech and writing. in order to master a word, a person must gain both receptive and productive knowledge of all nine aspects. ...it is proposed that the vocabulary tasks of the textbooks should be corpus-based. in addition, different aspects of vocabulary knowledge should be realized in different kinds of textbooks’ vocabulary tasks to be exposed repeatedly by the students. because repetition is an important factor in learning vocabulary. doing so would benefit learners both in that they would gain a more complete knowledge of items and a more secure knowledge of those items due to the inevitable repetition. the findings of this study can be useful both to textbook designers and teachers. these results led to the call for textbook designers and teachers to take a more comprehensive view of vocabulary knowledge.