طراحی الگوی رویکرد ارتباطی در آموزش زبان جهت ارتقای مهارت‌های زبان انگلیسی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 12، دوره 14، شماره 2 - شماره پیاپی 60، خرداد و تیر 1402، صفحه 183-169   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.25762.5139

نویسندگان

شهرزاد خسروی نژاد^{* 1}؛ عفت پیری²

¹دانش‌ آموخته دکتری برنامه‌ریزی درسی، پژوهشگر و مدرس دانشگاه‌های فرهنگیان استان خوزستان، ایران

²دانش‌ آموخته دکتری برنامه‌ریزی درسی، رییس مرکز آموزش عالی حضرت خدیجه کبری (س) دزفول و مدرس دانشگاه های فرهنگیان استان خوزستان

تاریخ دریافت: 28 مرداد 1399،  تاریخ بازنگری: 08 مرداد 1400،  تاریخ پذیرش: 11 اسفند 1399 

چکیده

مقدمه و هدف: امروزه میلیون‌ها نفر می‌خواهند مهارت‌های زبان انگلیسی خود را گسترش دهند، یا حداقل می‌خواهند مطمئن شوند فرزندانشان تحصیلات خوبی خواهند داشت. یکی از دلایل مهم تغییر رویکرد قبلی یا روش دستوری ترجمه به رویکرد ارتباطی در آموزش زبان های خارجی در سند تحول بنیادین آموزش و پرورش ایران، استفاده از هر چهار مهارت زبان انگلیسی بود. هدف این پژوهش طراحی مدل رویکرد آموزش زبان ارتباطی در آموزش زبان انگلیسی برای ارتقای مهارت های زبان انگلیسی بود.
روش شناسی پژوهش: تحقیق حاضر از نظر هدف کاربردی بوده است. رویکرد پژوهش کیفی بود و با روش سنتزپژوهی در شش مرحله انجام شده است. جامعه آماری پژوهش متون و منابع مرتبط شامل پانزده کتاب بین سال‌های 2002 تا 2016 و 30 مقاله داخلی و خارجی بین سال‌های 2008 تا 2020 بود. ابزار گردآوری داده‌ها فیش‌برداری بود که پس از تحلیل مبانی نظری، مؤلفه‌های استخراج‌شده در مدل رویکرد ارتباطی گنجانده شد.
یافته­ ها: از مجموعه اطلاعات کدگذاری شده، مقوله‌های نزدیک به هم در سه سطح مقوله‌ای قرار گرفتند و سطح سوم مقوله‌ها منجر به پدیدار شدن خوشه مقوله‌ای جامعه مرتبط با هدف،  خوشه مقوله‌ای افراد مورد تحلیل،  خوشه مقوله‌ای قراردادها و هنجارها،  خوشه مقوله‌ای واسطه مصنوعی، خوشه مقوله‌ای روش تدریس، خوشه مقوله‌ای هدف از فعالیت و خوشه مقوله‌ای تقسیم کار شده و در الگوی جدید آورده شدند. مولفه‌های استخراج شده به سه مقوله اصلی  عناصر تعاملی،  عناصر ابزاری و عناصر انسانی تقسیم شده و کلیه زیر مولفه‌ها، تحت این عناصر دسته‌بندی شدند. در مرحله سنتزپژوهی، کلیه زیر مولفه‌های استخراج شده مرتبط با رویکرد ارتباطی در الگو  لحاظ شدند.
بحث و نتیجه­ گیری: برای ارتقای مهارت های ارتباطی زبان آموزان انگلیسی، استفاده از مدل ارائه شده می تواند زمینه بهتری برای آموزش زبان انگلیسی ایجاد کند.

کلیدواژه‌ها

رویکرد ارتباطی؛ سنتزپژوهی؛ مولفه‌های رویکرد ارتباطی؛ مهارت‌های زبان انگلیسی

عنوان مقاله [English]

Designing the Model of Communicative Language Teaching Approach in Teaching English for improving English skills

نویسندگان [English]

Shahrzad Khosravinezhad¹؛ Effat Piri²

¹PhD in curriculum development, reasearcher and Professor of Farhangian Universities of Khuzestan Province, Iran

²PhD in curriculum development, Head of Hazrat Khadijah Kobri (PBUH) Dezful Higher Education Center and Lecturer of Farhangian Universities of Khuzestan Province

چکیده [English]

Introduction: Millions of people today want to expand their English language skills, or at least want to make sure their children get a good education. One of the important reasons for changing the previous approach or grammatical method of translation to the communicative approach in foreign language teaching in Fundamental Reform Document of Education in Iran was the use of all four English language skills. The goal of this study was designing the model of Communicative Language Teaching approach in teaching English for improving English skills.
research methodology: The current research has been applied in terms of purpose. The approach of the research was qualitative and it was done with the research synthesis method in six stages. The statistical research population of related texts and sources included fifteen books between 2002 and 2016 and thirty domestic and foreign articles between 2008 and 2020. The tool of data collection was a survey, after analyzing the theoretical foundations, the extracted components were included in the design of the communication approach model.
 Findings: From the set of coded information, categories closed to each other were placed in three categorical levels, and the third level of categories led to the emergence of the category cluster of society related to the goal, the emergence of the category cluster of analyzed people, cluster of contracts and norms, cluster of artificial intermediary, cluster of the teaching method, cluster of the purpose of the activity and cluster of work were divided and included in the new model. The extracted components were divided into three main categories of interactive elements, instrumental elements and human elements, and all sub-components were categorized under these elements and were included in the model.
Conclusion: To improve the communication skills of English learners’, using the presented model can lead to a better context of teaching English.
 

کلیدواژه‌ها [English]

Communicative Language Teaching Approach, Communicative Language Teaching elements, English Skills, Research Synthesis

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