Mirzaei, A., Hashemian, M., Azizi Farsani, M. (2016). Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task. Journal of Teaching Language Skills, 35(2), 69-98. doi: 10.22099/jtls.2016.3816
Azizullah Mirzaei; Mahmood Hashemian; Mahshid Azizi Farsani. "Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task". Journal of Teaching Language Skills, 35, 2, 2016, 69-98. doi: 10.22099/jtls.2016.3816
Mirzaei, A., Hashemian, M., Azizi Farsani, M. (2016). 'Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task', Journal of Teaching Language Skills, 35(2), pp. 69-98. doi: 10.22099/jtls.2016.3816
Mirzaei, A., Hashemian, M., Azizi Farsani, M. Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task. Journal of Teaching Language Skills, 2016; 35(2): 69-98. doi: 10.22099/jtls.2016.3816
Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task
Although lexis research (e.g., Lewis, 1997; Taguchi, 2008) has already evidenced the possibility of teaching formulaic sequences (FS), further research is still needed to examine the procedures or frameworks through which the approach can be applied and probe the second or foreign language (L2) areas where it demonstrates more relevance. This pretest-posttest quasi-experimental study aimed, firstly, to compare the effects of intensive and extensive lexis-based L2 instructions on the development of IELTS candidates’ speaking performance and, secondly, to explore whether different types of speaking tasks (i.e., monologic vs. dialogic) have any differential effects on the frequency of using FS by L2 learners. To this end, three intact classes including 40 L2 learners preparing themselves for IELTS in a language center in Iran were randomly assigned to one control and two experimental groups. The groups received the same amount of instruction, however differently, two receiving intensive and extensive instructions in FS (or unanalyzed chunks) and the other receiving conventional non-lexis instruction. The results revealed that both lexis groups outperformed the control group pointing to the effectiveness of both intensive and extensive lexis-based instructions to the learners’ development of speaking proficiency. Moreover, the results showed no significant difference between the effects of intensive and extensive types of lexis instructions upon IELTS candidates’ development of speaking performance. Further, it was revealed that dialogic tasks were more conducive to the FS use than monologic tasks. Finally, the implications for L2 theory and pedagogy are discussed.
آموزش مبتنی بر واژه‌واره‌ها و توسعه‌ی مهارت گفتاری داوطلبان آزمون آیلتس: به کارگیری رویکرد فرمول‌واره‌ای واژگانی در بخش‌های تک‌گویی و گفت‌وگو
Authors [Persian]
عزیزالله میرزایی, محمود هاشمیان, مهشید عزیزی فارسانی
Abstract [Persian]
اگر چه پژوهش در حوزه‌ی واژه‌واره‌ها (لویز، 1997؛ تاگوچی، 2008) امکان‌پذیر بودن آموزش مبتنی بر توالی‌های فرمولی واژگان (یا توالی‌های واژه‌ای فرمول‌واره) را قبلا تایید کرده است، با این وجود، بررسی روند یا چارچوب‌هایی که از طریق آن این رویکرد عملی شود، و نیز حوزه‌هایی از زبان دوم یا زبان خارجی که این نوع آموزش کاربرد موثرتری دارد، نیازمند پژوهش بیشتری است. این مطالعه‌ی با روش پیش‌آزمون-پس آزمون- مقایسه‌ای گروه بر آن بود تا ابتدا تاثیر دو نوع آموزش فشرده و گسترده ی واژه واره-محور را بر توسعه ی عملکرد گفتاری داوطلبان آزمون آیلتس بررسی کند، و دوم، این مطالعه بر آن بود تا بررسی کند که آیا نوع آزمون گفتاری آیلتس (تک‌گویی و گفت‌وگو) تاثیر معناداری بر تعداد توالی‌های فرمولی واژگان (یا توالی‌های واژه‌ای فرمول‌واره) مورد استفاده‌ی سخنوران دارد. در این راستا، سه کلاس آیلتس در یک مرکز زبان در ایران متشکل از40 داوطلب آزمون به صورت تصادفی به یک گروه شاهد و دو گروه آزمایش تخصیص یافتند. گروه‌ها به یک اندازه آموزش دریافت کردند، هرچند به شیوه‌ی متفاوت، دو گروه آزمایش دو نوع آموزش فشرده و گسترده‌ی توالی‌های فرمولی واژگان (یا تکه‌های تحلیل نشده) و گروه شاهد آموزش غیر واژه واره-محور دریافت کردند. نتایج نشان داد که هر دو گروه آزمایش به صورت معنادار از گروه شاهد بهتر عمل کردند، که بر مؤثربودن هر دو نوع آموزش فشرده و گسترده‌ی واژه واره-محور در ارتقای توانش گفتاری زبان‌آموزان اشاره دارد. همچنین مشخص شد که آزمون‌های نوع گفت‌وگو نسبت به تک‌گویی منجر به استفاده‌ی بیشتری از توالی‌های فرمولی شد.
Keywords [Persian]
توالی‌های فرمولی، آموزش واژه واره- محور، توانش گفتاری، توالی‌های تحلیل‌نشده
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