نوع مقاله : مقاله پژوهشی

نویسندگان

چکیده

این پژوهش تاثیر تفاوت­های فردی همچون مهارت زبانی، جنسیت و سن بر روی کاربردشناسی میان­زبانی فراگیران(زبان آموزان) ایرانی زبان انگلیسی در گفتمان سازمانی مخصوصاً توانایی آنان در بازشناسی و ارزیابی اشکالات کاربردی و دستوری در وضعیت گفتاری «درخواست و عذرخواهی» را بررسی می کند. به این منظور، 187 دانشجوی EFL زبان انگلیسی در سه سطح دانشگاهی لیسانس، فوق لیسانس و دکتری در این پژوهش مشارکت کردند. گردآوری داده­ها به صورت مقطعی برای تجزیه و تحلیل ارتباط بین متغیرها و گفتار که توسط زبان آموزان در سطوح مختلف مهارتی بازشناسی شده و مورد سنجش قرار گرفته اند، انجام شده است. سه روش تحلیل واریانس تفاوت های کمی را بین سه گروه براساس تفاوت های فردی نشان داد. علاوه براین، تحلیل عمیق آیتم های آزمون نشان داد که زبان آموزان در سه سطح مهارتی، اشکالات دستوری را به صورت جدی­تر از اشکالات کاربردی تشخیص داده و ارزیابی کرده اند. نتایج، اطلاعات توسعه­ای و کیفی در مورد ویژگی­های شناختی و فردی را به تبع اطلاعات کاربردی آشکار کرد. یکی از الزامات قابل توجه آن است که در هر گونه توضیحی از توسعه توانش کاربردشناختی، تفاوت های فردی که بین مراحل شناخت و هدف همچون تولید، ایجاد شده باید مورد توجه قرار گیرد. علاوه براین، مهارت زبان شناختی نه تنها برای زبان آموزان ضرورت دارد، بلکه دستیابی به مهارت کاربردی نیز مهم است.

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    Appendix

    Situation 3: It is Anna’s day to give her talk in class, but she is not ready.

    Teacher: Thank you Steven, that was very interesting. Anna, it’s your turn to give your talk.

     Anna: No! Not now. I cannot do it today I will do it next week.

    1. Was the last part appropriate?     Yes             No.
    2. If there was a problem, how bad do you think it was?
    3. Please rate the sentence:   ____.____.____.____.___
    4. Is the sentence grammatically correct/incorrect or pragmatically correct/incorrect? 
    5. What is the status relationship between Peter and his instructor? Is it higher, equal or lower?
    6. Write the correct form of the sentence if you think it is incorrect.


    Situation 4: Peter goes to see his professor at his office. When he arrives, his professor is busy.

    Peter: (knocks on the door)

    Professor: Yes, come in.

    Peter: Hello, Mr. Gordon. Are you busy?

    Professor: Uhm . . . I am afraid so. Could you come back later?

    Peter: OK, I will be here tomorrow morning at 8.


    Situation 7: Anna goes to ask a lecturer to fill in a questionnaire. She knocks on the office door.

     Anna: (knocks on the door)

     Lecturer: Yes, come in. (Student sees: The lecturer is seated at her computer in her office typing) 

     Anna: Hello. My name is Anna Kovacs. If you do not mind, fill this in for me. 


    Situation 12: Mark has come to see his lecturer about his grades.

     Lecturer (female): Good morning! Yes, what can I do for you?

     Mark: Um, I have come about my grades for last term. I think it is too low. Are you sure, you corrected my paper?


    Situation 13: Bob has gone to see his lecturer about his research project.

    Lecturer: Come in. Please take a seat.

    Bob: Okay, look I have written the review of literature for my project, and I just want to check I’m on the right track.


    Situation 15: The students of the English class are going on a trip. The teacher asks Peter to help with the plans for the class trip.

     Teacher: OK, so we will go by bus. Who lives near the bus station? Peter, could you check the bus times for us on the way home tonight?

    Peter: No, I cannot do it tonight. I will live at my friend’s apartment this week.