High-Proficiency EFL Learners’ Pronunciation Learning Toolkit: A Multi-Case Study of Teacher-Directed and Self-Directed Strategies

نوع مقاله : مقالات علمی پژوهشی

نویسندگان
گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان،‌ تهران، ایران
چکیده
برای دهه‌ها، محققان و فراگیران انگلیسی به عنوان زبان خارجی به تلفظ مانند یک بومی انگلیسی زبان علاقه‌مند بوده‌اند. در حالی که تحقیقات گسترده‌ای به بررسی انواع رویکردهای آموزشی و پیچیدگی واج‌شناسی انگلیسی پرداخته‌اند، یک سوال بی پاسخ این است که چگونه فراگیران سطح پیشرفته انگلیسی به عنوان زبان خارجی به هدف دشوار تلفظ شبیه به بومی در زبان انگلیسی گفتاری دست می‌یابند. جهت بررسی این موضوع، این مطالعه چند موردی با هدف کاوش راهبردهای چند‌وجهی به کار گرفته شده توسط ۱۵ فراگیر سطح پیشرفته انگلیسی به عنوان زبان خارجی مسلط به تلفظ که از طریق روش نمونه گیری با حداکثر تنوع انتخاب شده بودند، انجام شد. داده‌ها با استفاده از خاطره‌نگاری‌ها و مصاحبه‌های نیمه ساختاریافته عمیق جمع‌آوری شد. پس از تحلیل داده‌ها توسط نرم‌افزار NVivo نسخه ۱۰ دو مضمون اصلی شامل راهبردهای یادگیری تلفظ معلم‌محور و خودمحور استخراج شد. در راهبردهای معلم‌محور، شرکت‌کنندگان به تعامل فعال با وظایف و تکالیف ساختارمند تعیین شده توسط معلمان اذعان داشتند. در بین آنها٬ ۴۶ درصد بر نقش فعالیت‌های داخل کلاس (۳۶٪) و خارج از کلاس (۶۴٪) در مسیر تسلط بر تلفظ تأکید کردند. راهبردهای خودمحور، شامل خودگویی(۴۸٪)، گوش دادن به پادکست (۲۹٪)، سایه‌خوانی(۱۲٪) و بلندخوانی (۱۱٪)، نیز توسط 54 درصد شرکت‌کنندگان در تلاش برای تسلط بر تلفظ گزارش شد. این مطالعه بینش‌های ارزشمندی به ادبیات مرتبط اضافه می‌کند و شواهدی از ارتباط بین راهبردهای معلم‌محور و خودمحور در بهبود تلفظ ارائه می‌دهد. یافته‌ها دارای چندین پیامد برای تحقیقات یا تمرین بیشتر در مورد تسلط بر تلفظ هستند.

کلیدواژه‌ها

موضوعات


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