1. Gabatarwa
Wannan bita mai zurfi yana binciko muhimmiyar amma rikitacciyar rayar da nahawu ke takawa a cikin Samun Harshe na Biyu (SHB). Harshe, a matsayin tsarin da ya ƙunshi zance, nahawu, ƙamus, da ma'anoni, yana gabatar da ƙalubale masu mahimmanci ga masu koyo da malamai. Babban muhawara sau da yawa ya ta'allaka ne akan nahawun bayyani da na tilastawa da kuma bambanci tsakanin samuwa ta hankali da koyo na hankali. Wannan takarda tana da nufin haɗa adabin kwanan nan don fayyace aikin nahawu a cikin SHB da kuma gano ingantattun dabarun koyarwa, tare da magance wani gurbi da aka lura a cikin bincike na zahiri game da samun nahawu idan aka kwatanta da sauran ƙwarewar harshe.
2. Bita na Adabi
Bitan ya kafa tushen ka'idar, yana nazarin mahimman ma'anoni da muhawarar tarihi a cikin koyar da nahawu don SHB.
2.1 Ma'anar Nahawu a cikin KSHB
An yi la'akari da nahawu a matsayin tsarin tsari na dokoki da keɓancewa waɗanda ke tafiyar da ma'ana a cikin harshe (Eunson, 2020). Tashin hankali na dindindin tsakanin nahawun bayyani (yadda ake amfani da harshe a zahiri) da nahawun tilastawa (yadda ya "kamata" a yi amfani da shi) ya zama babban ƙalubale ga ilimin koyarwa (Hinkel, 2018).
2.2 Samuwa da Koyo
An yi bambanci mai mahimmanci tsakanin samuwa—wani tsari na hankali na shigar da tsarin nahawu don amfanin sadarwa (Nassaji, 2017)—da koyo—nazarin dokokin harshe na hankali. Haɗin kai tsakanin duka hanyoyin biyu yana da mahimmanci ga ci gaban harshe mai cikakken tsari (Zaščerinska, 2010).
2.3 Gurbin Bincike
Duk da ƙaruwar binciken SHB tun daga shekarun 1970, samun nahawu ya sami ƙaramin kulawa idan aka kwatanta da ƙwarewa kamar ƙamus ko lafazi (Anderson, 2005; Pawlak, 2009). Bincike kan takamaiman dabarun koyon nahawu har yanzu ba a bincika sosai ba (Park & Lee, 2007).
3. Hanyoyin Bincike
Wannan binciken yana amfani da hanyar bita mai zurfi don tsara yanayin binciken da ake da shi.
3.1 Tsarin Bita Mai Zurfi
Bitan ya bi tsarin da Arksey da O'Malley (2005) suka zayyana, wanda aka tsara don gano, zaɓa, da haɗa madaidaicin adabin ilimi daga cibiyoyin bayanai daban-daban don magance manyan tambayoyin bincike.
3.2 Tattara & Nazarin Bayanai
An tattara takardu na kwanan nan da masu dacewa daga cibiyoyin bayanai na ilimi, waɗanda suka ƙunshi duka binciken halitta da na ƙididdiga. An bincika adabin da aka tattara don gano jigogi gama gari, ingantattun dabarun, da gurbin ilimi da ke faruwa game da samun nahawu a cikin SHB.
4. Babban Abubuwan da aka Gano
Haɗaɗɗun adabin ya bayyana wasu fahimtoji na asali game da yanayi da koyar da nahawu a cikin SHB.
Yarjejeniya kan Muhimmancinsa
Akwai babban yarjejeniya tsakanin malaman harshe cewa nahawun koyarwa yana da mahimmanci ga ingantaccen SHB.
Fifikon Bincike
Binciken kan samun nahawu bai kamata a watsar da shi ba; ana buƙatar ƙarin bincike na zahiri cikin gaggawa.
Sakamako mai Ma'ana
Bincike zai iya ba da labari kai tsaye ga ingantattun dabarun koyarwa, wanda zai haifar da ingantaccen koyo da sakamakon koyarwa.
4.1 Yanayin Samun Nahawu na Sirri
Samun nahawu yana da halayensa na sirri, na hankali. Masu koyo suna shigar da ilimin nahawu wanda ake adanawa kuma ake amfani da shi a cikin sadarwa, sau da yawa ba tare da sanin ƙa'idodin da ke ƙasa ba. Wannan halayen sirri ya sa ya zama ƙalubale ta hanyar bincike, yana buƙatar ƙirar bincike mai ƙirƙira.
4.2 Dabarun Koyar da Nahawu
Bitan ya gano buƙatar dabarun da za su cika gurbi tsakanin koyar da ƙa'idodi na zahiri da samuwa ta hankali. Ingantaccen ilimin koyarwa mai yiwuwa ya ƙunshi haɗin koyarwa mai mai da hankali kan siffa da aiki mai ma'ana, na sadarwa wanda ke ba da damar haɗa tsarin nahawu ta hankali.
4.3 Hasashe na Ƙididdiga da na Halitta
Duka hanyoyin biyu suna ba da ilimi mai mahimmanci. Binciken ƙididdiga na iya auna ingancin takamaiman hanyoyin koyarwa, yayin da binciken halitta zai iya ba da zurfin fahimta game da hanyoyin fahimta na masu koyo, halaye, da abubuwan da ke tasiri samuwa.
5. Nazari na Fasaha & Tsari
Don ƙetare haɗaɗɗun bayyani, muna ba da shawarar samfurin ƙa'ida da tsarin nazari don kimanta dabarun samun nahawu.
5.1 Samfurin Yiwuwar Samuwa
Yiwuwar samun tsarin nahawu $G$ ana iya ƙirƙira shi azaman aiki na masu canji da yawa: $$P(A_G) = f(E, F, C, M, T)$$ Inda:
- $E$ = Yawan bayyanawa da fitacciyar sa
- $F$ = Rikitarwar tsari na tsari
- $C$ = Nauyin fahimta da shirye-shiryen mai koyo
- $M$ = Abubuwan motsa rai da tasiri
- $T$ = Nau'in da ingancin hanyar koyarwa
5.2 Misalin Tsarin Nazari
Tsarin Nazarin Shari'a: Kimanta Hanyar "Lura"
Manufa: Tantance ko jawo hankalin mai koyo (lura) zuwa takamaiman siffar lokaci a cikin sassan karatu yana inganta samuwa.
- Gwaji na Farko: Auna daidaiton daidaito a amfani da manufar lokaci.
- Hanyar Koyarwa: Bayar da rubutu tare da haskaka siffofin manufa. Haɗa da taƙaitaccen bayanin meta-harshe (bangare na zahiri) sannan kuma aiki na fahimta (aiki na hankali).
- Gwaji na Ƙarshe: Gwaje-gwaje nan da nan da na jinkiri kan samarwa da gane lokacin.
- Nazarin Bayanai: Kwatanta maki kafin/bayan. Yi amfani da ƙa'idodin tunani mai sauti (halitta) don fahimtar sarrafa mai koyo yayin ayyuka.
- Kimantawa: Shin haɗin hanyar lura ta zahiri da aiki na hankali ya haifar da sakamako mafi kyau fiye da kowane ɗayan shi kaɗai? Wannan tsarin yana aiwatar da kiran bitan don binciken da ke haɗa dabarun zuwa sakamako.
6. Sakamako & Tattaunawa
6.1 Haɗaɗɗun Shaida
Bitan mai zurfi ya kammala da cewa rayar da nahawu ke takawa ba za a iya rabuwa da ita ba a cikin SHB. Duk da haka, samuwarsa ba kawai samfurin haddace ƙa'idodi na zahiri ba ne amma tsari ne mai rikitarwa, na hankali. Inganta duka Koyon Harshe na Biyu da Koyarwa ya dogara ne akan haɓaka ƙarin fahimta game da wannan tsari da ƙirƙirar dabarun koyarwa waɗanda ke inganta shi yadda ya kamata.
6.2 Hoto na Yadda Bincike ke Tafiya
Bayanin Ginshiƙi: Hasashen Mayar da Hankali kan Bincike A Tsawon Lokaci
Ka yi tunanin ginshiƙi mai layi tare da X-axis wanda ke wakiltar shekaru (1970s-2020s) da Y-axis wanda ke wakiltar ƙarar wallafe-wallafen binciken SHB. Ginshiƙin zai nuna:
- Haɓaka binciken SHB gaba ɗaya daga shekarun 1970 zuwa gaba.
- Layi don "Samun Nahawu" wanda ya kasance ƙasa sosai fiye da layukan "Samun Ƙamus" ko "Ƙwarewar Sadarwa," musamman bayan 2000, yana tabbatar da da'awar takardar cewa an yi watsi da shi idan aka kwatanta.
- Yuwuwar haɓaka a cikin shekaru goma na ƙarshe, yana nuna sabon sha'awar da wannan bita ke nufin haifar da shi.
7. Bita Mai Zurfi na Manazarta
Babban Fahimta: Wannan bita ya gano daidai cuta mai tsanani a cikin binciken SHB: rashin binciken tsarin samun nahawu na yau da kullun. Yayin da fannin ya karɓi hanyoyin sadarwa da na tushen aiki da ƙwazo, sau da yawa a kan kuɗin koyarwa mai mai da hankali kan siffa, wannan takarda ta zama gyara da ake buƙata. Ta yi hujja, cikin gamsarwa, cewa fahimtar injin samun nahawu na sirri, na hankali ba mataki ne na baya ba amma shine mabuɗin ci gaba a ilimin koyarwa. Ainihin fahimtar ita ce cewa ingantaccen koyarwa yana buƙatar shiga cikin wannan tsarin sirri, ba kawai wucewa da shi ba.
Kwararar Ma'ana: Hujjar tana da inganci a tsari amma lafiya. Tana bin rubutun ilimi na yau da kullun: gano gurbi, bita adabi, kira don ƙarin bincike. Ya yi nasarar kafa "abin da" (nahawu yana da mahimmanci amma ba a bincika shi sosai) da "dalilin" (yanayinsa na sirri yana da wahala), amma ci gabansa na ma'ana zuwa ga "yadda" yana da shakku. Tsalle daga gano matsalar zuwa ba da shawarar "ƙarin bincike" ya rasa tsaka-tsaki mai rushewa, mai aiki—wani sabon hasashe na ka'idar ko sukar iyakokin hanyoyin bincike na yanzu waɗanda ke ci gaba da gurbin.
Ƙarfi & Aibobi: Ƙarfin takardar shine bayyanarsa da mayar da hankali a matsayin bita mai zurfi; ya yi nasarar tsara yanayin. Babban aibinta shine ra'ayin mazan jiya. Yana kira "ƙarin bincike" a cikin ma'ana gaba ɗaya, yana kwatanta da ƙarin haɓakawa wanda mai yiwuwa ya haifar da gurbin binciken. Ya rasa damar zama mai tayar da hankali—misali, ta hanyar ƙalubalantar rarraba halitta/ƙididdiga a cikin SHB da ba da shawarar ƙarin hanyoyin haɗaɗɗun hanyoyi, na neuro-harshe, ko ƙirar lissafi, kamar yadda ake gani a cikin aikin ƙwararrun daga cibiyoyi kamar Cibiyar Max Planck. Yana ɗaukar samun nahawu a matsayin ra'ayi guda ɗaya maimakon rarraba waɗanne takamaiman siffofin nahawu (misali, tsarin jumla da ilimin siffofi) suka fi juriya ga samuwa kuma dalilin.
Fahimtoji masu Aiki: Ga masu bincike: Canza daga cika gurbi na bayyani zuwa binciken gwaji mai ƙaddamar da hasashe wanda ke gwada takamaiman samfuran fahimta na koyo na hankali. Ga malamai: Abin da za a ɗauka ba kawai "koyar da nahawu" ba ne. Yana da tsara ayyukan da ke tilasta shiga cikin fahimta tare da siffa a cikin mahallin mai ma'ana—tunani "shigar da tsari" ko "ayyukan wayar da kan jama'a" waɗanda ke sa tsarin sirri ya zama mai sauƙi. Ga masu bugawa da masu shirya taro: Nemi da haɓaka binciken da ke amfani da kayan aiki masu ƙirƙira (bin diddigin ido, EEG) don duba cikin akwatin baƙar fata na samuwa na hankali. Ƙimar wannan takardar ita ce kiran taro; ainihin aikin yana farawa ta hanyar wucewa ta ƙarshe ta hankali da karɓar ƙarfin hanyar bincike.
8. Aikace-aikace na Gaba & Alkibla
Abubuwan da aka gano da gurbin da aka gano suna nuna alkibloli da yawa masu ban sha'awa na gaba:
- Koyo mai Haɓaka Fasaha: Amfani da AI da dandamalin Koyo mai Daidaitawa don samar da koyarwar nahawu ta musamman wanda ke jujjuyawa tsakanin bayyani na zahiri da aiki mai ma'ana, mai cike da mahallin, kama da tsarin koyarwa mai hankali a wasu fannoni.
- Binciken Neurolinguistic: Yin amfani da fMRI ko EEG don nazarin ayyukan kwakwalwa yayin samun nahawu na sirri, bambanta shi da koyo na zahiri. Wannan zai iya tabbatar da samfuran ka'idar a zahiri.
- Aikace-aikacen Ka'idar Rikitarwa: Yin amfani da tsare-tsare daga ka'idar tsarin mai ƙarfi don ƙirƙira samun nahawu a matsayin tsari mara layi, mai fitowa, wucewa daga samfuran dalili-sakamako masu sauƙi.
- Mayar da Hankali kan Takamaiman Jama'a: Keɓance binciken samun nahawu da dabarun ga takamaiman ƙungiyoyin masu koyo (misali, manyan masu koyo da yara, masu koyo tare da asalin L1 daban-daban) don matsawa zuwa ga ilimin koyarwa na musamman.
- Binciken Tsawon Lokaci: Gudanar da bincike na dogon lokaci don bin diddigin yanayin samun nahawu, bambanta tsakanin koyo na ɗan gajeren lokaci da samuwa na dogon lokaci, mai ƙarfi.
9. Nassoshi
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- Arksey, H., & O'Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19-32.
- Eunson, B. (2020). Communicating in the 21st century (4th ed.). Wiley.
- Filho, J. A., & Queriquelli, E. A. (2017). The complexity of language systems. Linguistic Frontiers, 1(1), 45-59.
- Hinkel, E. (2018). Descriptive versus prescriptive grammar. In The TESOL Encyclopedia of English Language Teaching (pp. 1-6). Wiley.
- Nassaji, H. (2017). Grammar acquisition. In The Routledge Handbook of Instructed Second Language Acquisition (pp. 205-223). Routledge.
- Norris, J. M., & Ortega, L. (2007). The future of research synthesis in applied linguistics: Beyond art or science. Computational Linguistics, 33(4), 493-511.
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- Park, J., & Lee, H. (2007). Grammar learning strategies: A neglected research area. Second Language Studies, 25(2), 35-58.
- Pawlak, M. (2009). Investigating grammar learning strategies: In search of appropriate research tools. Research in Language, 7, 73-95.
- Supakorn, P., Feng, M., & Limmun, W. (2018). Grammar strategies in second language learning. Journal of Language Teaching and Research, 9(3), 455-462.
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