أثار تعقيد المهام والتخطيط الاستراتيجي وعدم التخطيط على أداء طلاب شعبة اللغة الإنجليزية کلغة أجنبية في الکتابة السردية

نوع المستند : بحوث فی مجال المناهج وطرق التدریس

المؤلفون

1 مناهج وطرق تدريس اللغة الإنجليزية، کلية التربية جامعة الأزهر

2 مناهج وطرق تدريس اللغة الإنجليزية، معهد المعارف العالي للغات والترجمة

المستخلص

هدفت الدراسة الحالية إلى استقصاء أثار تعقيد المهام والتخطيط الاستراتيجي وعدم التخطيط على أداء الطلاب في الکتابة السردية باللغة الإنجليزية تحت مستويات متنوعة لتعقيد المهام، ولقد تکونت عينة الدراسة من 120 طالب من المقيدين بالفرقة الثانية بقسم اللغة الإنجليزية بمعهد المعارف العالي للغات والترجمة، ولقد اعتمد البحث على أبعاد نموذج روبنسون (2001b) لتعقيد المهام؛ حيث تمثل "هنا والآن" المستوى (البسيط)، في مقابل "هناک وعندئذ" والتي تمثل المستوى (المعقد)، کما تم الاعتماد على ثلاثة محددات للکتابة السردية، التعقيد، والدقة، والطلاقة، أيضاً تم الاعتماد على مستويين في التخطيط : تخطيط المهام، وعدم التخطيط؛ ومن ثم تم تصنيف طلاب عينة البحث إلى أربع مجموعات، "التخطيط في مرحلة ما قبل المهمة ومن هنا والآن"، "والتخطيط في مرحلة ما قبل المهمة وهناک وعندئذ"، "وعدم التخطيط، وهنا والآن" و "عدم التخطيط وهناک وعندئذ"، ولقد أوضحت نتائج الدراسة أن تعقيد المهمة والتخطيط لهما أثر فعال على الدقة والطلاقة، کما أثبتت نتائج الدراسة أن المهام المعقدة مع الاعتماد على التخطيط تعطي نتائج أفضل في التعقيد والدقة والطلاقة، أيضًا کشفت النتائج أن إعطاء الطلاب الوقت للتخطيط قبل البدء في أداء المهمة قد يؤدي إلى أداء کتابي أفضل، تم مناقشة النتائج وثيقة الصلة بتعقيد المهمة وظروف التخطيط، وجودة الکتابة.
This study examined the effects of task complexity and strategic planning and no planning on written narrative production under different task complexity conditions by 120 second-year English major students from AL-Ma’aref High Institute for Languages and Translation. Task complexity was manipulated along Robinson’s (2001b) proposed task complexity dimension of Here-and-Now (simple) vs. There-and-Then (complex) in. Accordingly, three specific measures of the written narratives were targeted, i.e. complexity, accuracy and fluency (CAF). Planning was operationalized at two levels: pretask planning (PTP) and no planning (NP). Participants of this study were four groups, the pre-task planning (PTP) and Here-and-Now (HN), pre-task planning (PTP) and There-and-Then (TT), no planning (NP) and Here-and-Now (HN), or no planning (NP) and There-and-Then (TT) groups. The findings of the study indicated that with respect to complexity, accuracy and fluency, the effects of both task complexity and planning conditions were found significant. More complexity, accuracy, and fluency were found in the complex task with the participants under planned condition. Also, the findings revealed that giving students time to plan before commencing the task led them to better performance. Results are discussed with relevance to task complexity and planning conditions on writing quality.

الكلمات الرئيسية

الموضوعات الرئيسية

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