تأثير تكرار فعاليت هاي گفتاري زبان انگليسي با استفاده از تكنيك 4/3/2 بر رواني و صحت گفتار دانش آموزان تيزهوش خراسان جنوبي

The effect of repeating English-speaking activities using the 2/3/4 technique on the fluency and accuracy of speech of talented students in South Khorasan

ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ ﺗﮑﺮار ﻓﻌﺎﻟﯿﺖﻫﺎي ﮔﻔﺘﺎري زﺑﺎن اﻧﮕﻠﯿﺴﯽ ﺑﺎ اﺳﺘﻔﺎده از ﺗﮑﻨﯿﮏ 4/3/2ﺑﺮ رواﻧﯽ و ﺻﺤﺖ ﮔﻔﺘﺎر داﻧﺶآﻣﻮزان ﺗﯿﺰﻫﻮش ﺑﻮد. داﻧﺶآﻣﻮزان دﺧﺘﺮ ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ در ﭘﺎﯾﻪ ﻫﺸﺘﻢ ﻣﺪارس ﺗﯿﺰﻫﻮﺷﺎن اﺳﺘﺎن ﺧﺮاﺳﺎن ﺟﻨﻮﺑﯽ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ1401 - 1400ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ را ﺗﺸﮑﯿﻞ دادﻧﺪ. از اﯾﻦ ﻣﯿﺎن ﺗﻌﺪاد 22داﻧﺶآﻣﻮز دﺧﺘﺮ ﺑﺎ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي در دﺳﺘﺮس اﻧﺘﺨﺎب ﺷﺪﻧﺪ. داﻧﺶآﻣﻮزان در ﮐﻼس زﺑﺎن اﻧﮕﻠﯿﺴﯽ ﺧﻮد ﻃﯽ 12 ﺟﻠﺴﻪ در ﻣﻌﺮض ﺗﮑﺮار ﻓﻌﺎﻟﯿﺖﻫﺎي ﮔﻔﺘﺎري ﻣﻨﻄﺒﻖ ﺑﺎ ﮐﺘﺎب درﺳﯽ ﺑﻪ ﺻﻮرت زﻣﺎندار ﺑﺎ اﺳﺘﻔﺎده از ﺗﮑﻨﯿﮏ 4/3/2ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﻣﻘﯿﺎس ﺳﻨﺠﺶ رواﻧﯽ ﮔﻔﺘﺎر ﺗﻌﺪاد واژه ﺑﯿﺎن ﺷﺪه در ﻫﺮ دﻗﯿﻘﻪ و ﺗﻌﺪاد ﻣﮑﺚ اﺗﻔﺎق اﻓﺘﺎده در ﻫﺮ 100ﮐﻠﻤﻪ ﺑﻮد و ﺑﺮاي ﺳﻨﺠﺶ ﺻﺤﺖ ﮐﻼم از ﺷﻤﺎرش ﺗﻌﺪاد ﺧﻄﺎﻫﺎي واژﮔﺎﻧﯽ و دﺳﺘﻮري اﺗﻔﺎق اﻓﺘﺎده در ﻫﺮ 100ﮐﻠﻤﻪ اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﺗﮑﺮار ﻓﻌﺎﻟﯿﺖﻫﺎي ﮔﻔﺘﺎري ﺑﺎ اﺳﺘﻔﺎده از ﺗﮑﻨﯿﮏ 4/3 /2ﺑﺮ رواﻧﯽ ﮔﻔﺘﺎر داﻧﺶآﻣﻮزان ﺗﺄﺛﯿﺮ ﻣﺜﺒﺖ و ﻣﻌﻨﯽداري داﺷﺘﻪ اﺳﺖ )0/01

The purpose of this study was to investigate the effect of repeating English-speaking activities using the 2/3/4 technique on the fluency and correctness of speech of talented students. Female students studying in the eighth grade of talented schools in South Khorasan Province in the academic year of 1400-1401 formed the statistical population of this research. Among these, 22 female students were selected using available sampling method. During 12 sessions, the students in their English class were exposed to repeating speaking activities according to the textbook in a timed manner using the 2/3/4 technique. The scale of speech fluency was the number of words spoken per minute and the number of pauses per 100 words, and the number of lexical and grammatical errors per 100 words was used to measure speech accuracy. The results showed that the repetition of speaking activities using the 2.3.4 technique had a positive and significant effect on the fluency of students' speech (p<0.01), while the correctness of their speech improved from this intervention. It has not been affected and there has been no significant change in it. The results of the present research can open the way for designers of courses and educational content, teachers and instructors of English language in order to choose and use the 2/3/4 technique intelligently to develop the language fluency of language learners as much as possible..