پديد آورندگان :
روحي، افسر نويسنده , , هشتجين، علي بهنام نويسنده ,
چكيده فارسي :
چكيده
براي بررسي تاثير آموزش هاي پي شدبستاني بر رشد مهارت هاي شفاهي زبان فارسي
دان شآموزان آذري زبان در پايه اوّل از بين 450 نفر جامعه آماري دانش آموزان پايه اوّل
ابتدايي منطقه هير واقع در استان اردبيل تعداد 60 دان شآموز )شامل 30 نفر كودك كه
پي شدبستان ي را گذرانده اند و 30 نفر كه اين دوره را نگذرانده اند( به روش نمونه گيري
تصادفي به عنوان نمونه آماري انتخاب و همتاسازي شدند. با ب هكارگيري آزمون رشد زبان
TOLD-P:3( (، مهارت هاي صحب تكردن، سازما نده يكردن، گو شكردن، معناشناسي،
نحو و وا جشناسي، در اين دو گروه از دان شآموزانِ پايه اوّل ابتدايي مورد سنجش قرارگرفت.
با استفاده از آزمون t و آزمون U ميانگين گرو هها از نظر هريك از مهار تهاي مورد مطالعه
با هم مقايسه شد و نمرات خام، نمرات استاندارد و مركب آزمودن يها به همراه جداول آنها
ثبت و تحليل شد. يافت ههاي اين مطالعه نشان داد كه مهارت هاي شفاهي زبان فارسي در
دان شآموزان پي شدبستاني گذرانده در حد متوسط و قاب لقبولي رشد يافته است در حالي كه
در مورد دان شآموزان پي شدبستاني نگذرانده چنين نيست. از لحاظ بهره هاي مركب و تمام
خرد هآزمون ها به غير از تمايزگذاري كلمه تفاوت آماري معن اداري بين دو گروه مورد
مطالعه مشاهده گرديد؛ لذا، با توجه به اهميت و ضرورت دوره پي شدبستاني و با استناد به
يافته هاي پژوهش حاضر، لازم است اين دوره براي تمامي كودكان مناطق دوزبانه ب هويژه
مناطق آذري زبان به اجرا گذاشت ه شود.
كليدواژ هها: پي شدبستاني، مهارت هاي شفاهي زبان، مهارت هاي واژگاني، مهارت هاي
دستوري، زبان گفتاري، آزمون رشد زبان ) .)TOLD
چكيده لاتين :
Abstract
A study on the impact of preschool education on the development
of Persian oral skills of Azari 1st grade students
Afsar Rouhi (Ph.D), Payame Noor University (Tehran Branch)
Ali Behnam-Hashtgin, Primary School Teacher, Ardabil
This paper documented the impact of one-year preschool education on Persian
oral skills of 1st grade Azari students. Participants were 30 students (group 1) who
had already attended preschool education for one year and 30 students (group 2)
who had no chance to attend the program. The participants in both groups were
randomly selected from a population of 450 1st grade students in Hir (a small
city in Ardabil Province). While participants in group 2 had no previous Persian
experience, exposure of group 1 to Persian language was limited to preschool
education. All participants appeared to be homogeneous in terms of their socioeconomic
status which was examined through a questionnaire. Using a language
development test (TOLD-P:3), Persian oral skills of participants in both groups
were measured in terms of speaking, organizing, listening, semantics, and phonology
composites. Independent samples t-tests and the Mann-Whitney U tests were
run to check the differences between the indices obtained for the two participating
groups for each of the composites of Persian oral skills. The raw scores, the
standardized scores, and the composite quotients of all participants were checked
against their corresponding tables given in TOLD-P:3. The results showed that
oral skills of participants in group 1 had improved to the extent close to standard
and acceptable, while that of participants in group 2 turned out to be well below
the standard level. As for the composite quotients and all subtests except for word
discrimination, statistically significant differences were observed between group
1 and group 2, implying that those who had attended preschool program were
able to perform better than those who had not attended the program on almost all
subtests of the test. Based on the results obtained, preschool education program
is highly recommended to be run in the regions where children speak a language
other than Persian across the country.
Key words: Preschool Education, Persian Oral Skills, Lexical Skills,
Syntactic Skills, TOLD, Bilingual Regions
