نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیئت علمی گروه زبان و ادبیات انگلیسی، دانشگاه علامه طباطبایی

2 دپارتمان زبان شناسی، دانشکدۀ ادبیات فارسی و زبان های خارجی دانشگاه علامه طباطبایی، تهران، ایران

3 دانشگاه علامه طباطبایی

چکیده

پژوهش حاضر با استفاده از دادههای شفاهی آزمونگر-آزموندهنده، یکی از سه وجه کلان روانی در انگارۀ اسکهان (2003؛ 2009)، یعنی روانی اصلاح، را در سطوح مختلف بسندگی اندازهگیری کردهاست. در این انگاره، روانی سه وجه دارد که عبارتند از: روانی سرعت، روانی شکست، و روانی اصلاح. تاکنون هیچ پژوهشی با هدف اندازهگیری روانی گفتار آزموندهندگان فارسیآموز خارجی انجام نشدهاست. لذا انجام چنین پژوهشی مخصوصاً برای رسیدن به مقیاسی مناسب برای ارزیابی روانی گفتار لازم است. این پژوهش بخشی از سازۀ روانی اصلاح در انگارۀ پیشگفته، یعنی تکرار و خطای شروع را مورد بررسی قرار داد و به دنبال پاسخگویی به این پرسش بود که خطای شروع و تکرار تا چه اندازه در سطوح مختلف فارسیآموزی تغییر میکند. بدین منظور، گفتار 23 فارسیآموز خارجی، که در شرایط آزمونی جمعآوری شدهبود، پیادهسازی، ارزیابی (=تعیینسطح)، و برچسبزنی شد. مجموع مدتزمان گفتارها، که بر اساس چارچوب مرجع بنیاد سعدی (صحرایی و مرصوص، 1395)، از چهار سطح بسندگی پیشمیانی، میانی، فوقمیانی، و پیشرفته بودند، 44 دقیقه (هر سطح 11 دقیقه) بود. نتایج با استفاده از آزمون کراسکال-والیس تحلیل شد و مشخص شد خطای شروع و تکرار هیچکدام سطوح بسندگی فارسی را از یکدیگر متمایز نمیکنند. بنابراین ارزیابان و طراحان مقیاسهای ارزیابی، هنگام تشخیص یا توصیف سطوح بسندگی، نیازی به لحاظکردن دو مؤلفۀ تکرار و خطای شروع ندارند.

کلیدواژه‌ها

عنوان مقاله [English]

Examining Foreign Persian Test-Takers’ Speech Fluency: The Role of Repetition and False Start Across Different Persian Proficiency Levels

نویسندگان [English]

  • Masoomeh Estaji 1
  • Reza Morad Sahraee 2
  • Monire Shahbaz 3

1 Associate Professor of Applied Linguistics, Allameh Tabataba'i University

2 Linguistics Department, Faculty of Persian Literature and Foreign Languages, Allame Tabataba'i University, Tehran, Iran

3 Allameh Tabataba'i University

چکیده [English]

The present study investigated repair fluency, one of the three main aspects of fluency in Skehan’s model (2003; 2009), across different proficiency levels using the giver test-taker data in a speaking test. There are three main aspects of fluency in the model: Speed fluency, breakdown fluency, and repair fluency. To date, there is no research aiming to measure the speech fluency of foreign Persian test takers. Therefore, this study sought to achieve an appropriate rating scale for speech fluency. The study, in particular, has examined some parts of the repair fluency construct in the mentioned model, specifically repetition and false starts, and attempted to determine the extent to which repetitions and false starts varied across different Persian proficiency levels of foreign Persian test-takers. This study transcribed, rated, and labeled repetitions and false starts of 23 foreign Persian language learners taking a speaking test. The spoken data were classified into four proficiency levels according to the Persian Teaching Standard Reference (PTSR), namely pre-intermediate, intermediate, upper-intermediate, and advanced. The duration of recordings was 44 minutes in total (11 minutes for each level). The results were analyzed, using the Kruskal-Wallis test, and revealed that false starts and repetitions did not make a distinction across Persian proficiency levels. The findings imply that raters and rating scale designers do not need to consider repetitions and false starts for identifying or describing different Persian proficiency levels.

کلیدواژه‌ها [English]

  • speech fluency
  • rating scale
  • repair fluency
  • false start
  • repetition
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