Tasirin Dabarun Koyon Kai na Sarrafa Kai akan Nahawun Turanci: Matsayin Tsaka-tsaki na Salon Asali

Tsarin Abubuwan Ciki

1. Gabatarwa & Bayyani

Wannan binciken ya yi nazari kan tasirin Dabarun Koyon Kai na Sarrafa Kai (SRL) akan koyon Sassa na Magana na Turanci (ERC), tare da mai da hankali musamman kan yuwuwar matsayin tsaka-tsaki na salon asalin ɗalibi. Nahawu, musamman sassuwa masu sarkakiya kamar sassan magana, yana da muhimmanci ga ƙwarewar harshe na biyu (L2) da ƙwarewar sadarwa. Yayin da dabarun SRL—waɗanda suka haɗa da tsarawa, sa ido, da kimantawa na bayan-fahimta—ake gane su a matsayin masu gudanar da muhimmanci na koyon harshe, hulɗarsu da abubuwan tunani kamar asali har yanzu ba a bincika sosai a cikin yanayin koyar da nahawu ba.

Salon asali, waɗanda aka samo daga tsarin Berzonsky, suna nufin dabarun zamantakewa-fahimta da mutane ke amfani da su don gina da kuma sake duba yadda suke fahimtar kansu. A cikin yanayin L2, asalin ɗalibi na iya yin tasiri sosai ga shiga ciki, ƙwazo, da kuma, a ƙarshe, shigar da ƙa'idodin nahawu. Wannan binciken yana haɗa fannonin fahimta (SRL) da zamantakewa-ɗabi'a (asali) don samar da ƙarin fahimta cikakke game da hanyoyin koyon nahawu.

2. Hanyar Bincike

2.1 Mahalarta & Tsari

Binciken ya yi amfani da tsarin gwaji mai kama da na gwaji tare da ɗaliban EFL na Iran 60 a matakin jami'a. An raba mahalarta bazuwar zuwa Ƙungiyar Gwaji (EG) (n=30) da Ƙungiyar Kulawa (CG) (n=30). An tabbatar da daidaito game da ilimin da aka riga aka samu na sassan magana ta amfani da gwajin farko.

2.2 Kayan Aiki & Tsarin Aiki

Tsarin ya bi jerin tsari:

1. Gwajin Farko: Kimanta ilimin farko na ERC.
2. Takardar Tambayoyi ta SRL: An yi wa duk mahalarta don auna amfani da dabarun da suke da su.
3. Shiga Tsakani: EG ta sami horo bayyananne akan mahimman dabarun SRL (misali, saita manufa, sa ido kan kai, kimanta kai) don koyon nahawu, yayin da CG ta ci gaba da koyarwa ta al'ada.
4. Takardar Tambayoyi ta Salon Asali (Berzonsky): An yi wa EG don rarraba ɗalibai zuwa salon asali na bayanai, na al'ada, ko na ɓoyayye-ni.
5. Gwajin Bayan Gwaji: Irin wannan tsari da na gwajin farko, yana auna ribar koyon ERC.

An yi amfani da Nazarin Haɗin Kaya (ANCOVA) da Nazarin Bambance-bambance Guda ɗaya (ANOVA) don nazarin bayanai.

3. Sakamako & Nazarin Kididdiga

3.1 Tasirin Dabarun SRL

Sakamakon ANCOVA ya nuna babban tasiri mai mahimmanci a kididdiga na shiga tsakani na dabarun SRL akan maki ERC na bayan gwaji (p < 0.01). Girman tasirin ya kasance babba (η² = 0.83), yana nuna cewa ilimi da amfani da dabarun SRL sun yi kusan kashi 83% na bambancin ribar koyon nahawu bayan gwajin farko. Wannan ƙaƙƙarfan binciken ya jaddada babban rawar da sarrafa kai na bayan-fahimta ke takawa wajen ƙware sassuwan nahawu masu sarkakiya.

3.2 Matsayin Tsaka-tsaki na Salon Asali

Sabanin hasashe, gwaje-gwajen ANOVA na gaba sun nuna cewa babu ɗaya daga cikin salon asali guda uku (na bayanai, na al'ada, na ɓoyayye-ni) ya taka rawa mai mahimmanci a kididdiga a matsayin mai tsaka-tsaki a cikin alaƙar da ke tsakanin amfani da dabarun SRL da nasarar ERC a cikin wannan takamaiman yanayi. Ba a lura da hulɗar da ake tsammani tsakanin dabarun fahimta da salon asali na zamantakewa-fahimta ba.

4. Tattaunawa & Ƙarshe

Binciken ya nuna cikakken cewa koyarwa bayyananne a cikin dabarun Koyon Kai na Sarrafa Kai yana haɓaka koyon sassan magana na Turanci sosai tsakanin ɗaliban EFL. Girman tasirin da ya yi yana nuna cewa horon SRL kayan aiki ne mai inganci sosai na koyar da nahawu.

Babu wani bincike mai mahimmanci game da salon asali a matsayin masu tsaka-tsaki yana da mahimmanci. Yana iya nuna cewa a cikin takamaiman yanayin koyon wani tsarin nahawu na keɓaɓɓe (sassan magana), fa'idodin kai tsaye na fahimta da bayan-fahimta na dabarun SRL suna da ƙarfi sosai har sun fi tasirin salon sarrafa asali mai faɗi. Ko kuma, ma'aunin salon asali ko takamaiman yanayin koyo bazai isa ya kama yuwuwar hulɗa ba.

Ƙarshe: Ya kamata malamai, masu tsara manhajoji, da masu tsara manufofi su ba da fifiko ga haɗa horon dabarun SRL cikin manhajojin nahawu don hanzarta da zurfafa ƙwarewar nahawu na L2.

5. Cikakken Nazari & Fassarar Ƙwararru

Babban Fahimta: Wannan takarda ta ba da hukunci mai haske, mai ƙarfi, amma a ƙarshe mai karkata. Ta tabbatar da SRL a matsayin "injini" na fahimta don samun nahawu amma ta kasa haɗa "watsawa" na zamantakewa-ɗabi'a (salon asali) da aka yi alkawari. Girman tasirin SRL (η²=0.83) shine tauraro—lamba ce wacce ya kamata kowane mai tsara manhajar harshe ya zauna a tsaye. Duk da haka, sakamakon maras tasiri akan tsaka-tsakin asali shine juyi mai mahimmanci, yana bayyana ƙarin game da tsarin binciken fiye da rashin dacewar asali.

Kwararren Tsari & Kuskure Mai Muhimmanci: Hankali yana da inganci: Dabarun fahimta (SRL) + Mai tsaka-tsaki na ɗabi'a (Asali) = Sakamako (Nahawu). Aiwatarwa, duk da haka, tana da kuskure na tsari na asali. Binciken yana auna salon asali bayan shiga tsakani na SRL. Wannan babban rauni ne na hanyar bincike. Ana ka'idar salon asali a matsayin tsare-tsare na sarrafawa na zamantakewa-fahimta masu kwanciyar hankali (Berzonsky, 2011) waɗanda ya kamata su yi tasiri kan yadda mutum ke shiga cikin sabon kayan aiki kamar SRL. Auna su bayan shiga tsakani yana haɗarin kama yanayin da maganin kansa ya yi tasiri, ba halayen da ya daidaita wanda ke tsaka-tsaki tasirinsa ba. Kamar yin ƙoƙarin tantance ko salon dafa abinci na asali na mutum (asali) yana shafar sakamakon girke-girke, amma kawai ka tambayi game da salon su bayan sun riga sun dafa abincin ta amfani da sabuwar fasaha.

Ƙarfi & Kurakurai: Ƙarfinsa shine tsantsar nunin gwaji na ingancin SRL—gudummawa mai mahimmanci wacce ta dace da binciken ilimin halayyar ɗan adam mai faɗi (Zimmerman, 2002). Kuskuren shine damar da aka rasa akan asali. Marubutan sun ɗauki asali a matsayin mai sauƙi, mai tsayayyen ma'auni don a haɗa shi, ba a matsayin ginin mai ƙarfi, wanda aka sasanta shi da yanayi wanda ya shahara a ka'idar SLA na zamani (Norton & Toohey, 2011) ba. Amfani da takardar tambayoyi ta Berzonsky, duk da cewa yana da inganci a fannin ilimin halin ɗan adam, yana iya zama mai ɓata yanayi sosai don takamaiman aikin ƙananan matakan koyon sassan magana.

Fahimta Mai Aiki: 1) Ga Masu Aiki: Haɗa horon SRL nan da nan cikin darussan nahawu. Koya wa ɗalibai su saita manufofin ƙwarewar sassa, su sa ido kan fahimtarsu a cikin ayyukan motsa jiki, da kuma kimanta rubutun kansu. 2) Ga Masu Bincike: Sake duba tambayar asali tare da tsari na gaba da baya. Yi amfani da hanyoyi gauraye: haɗa takardun tambayoyi na salon asali tare da tambayoyin inganci ko littattafan diary don ganin yadda fahimtar ɗalibi a matsayin "ɗalibin harshe" ke hulɗa tare da amfani da dabara yayin tsarin koyon nahawu. 3) Ga Fannin: Wannan binciken ya nuna buƙatar ƙarin samfuran da ba kawai suke ƙara ma'auni na fahimta da ɗabi'a ba, amma suna ƙayyade yanayin lokaci da hulɗarsu, kama da samfuran sarkakiya a wasu fannonin koyo.

6. Tsarin Fasaha & Hanyoyin Gaba

Cikakkun Bayanai & Samfurin Ra'ayi

Ana iya wakilta samfurin da aka yi hasashe a matsayin hanyar tsaka-tsaki:

Ma'auni Mai Zaman Kansa (X): Shiga Tsakani na Dabarun SRL (0=Kulawa, 1=Gwaji)
Mai Tsaka-tsaki da Aka Yi Hasashe (M): Salon Asali (Bayanai, Al'ada, ɓoyayye-Ni)
Ma'auni Mai Dogaro (Y): Maki ERC na Bayan Gwaji (sarrafa Gwajin Farko)
Hanyoyin da aka gwada: Tasirin X akan Y (c), Tasirin X akan M (a), Tasirin M akan Y yana sarrafa X (b). Tasirin kai tsaye (a*b) yana wakiltar tsaka-tsaki.

Babban gwajin kididdiga na babban tasiri shine ANCOVA, yana ƙirƙira DV kamar haka:
$Y_{post} = \beta_0 + \beta_1(Group) + \beta_2(Y_{pre}) + \epsilon$
inda mahimmanci $\beta_1$ ke nuna tasirin magani.

Misalin Tsarin Nazari (Ba Code ba)

Tsarin Nazarin Shari'a: Don bincika tambayar tsaka-tsakin asali sosai, bincike na gaba zai iya amfani da Nazarin Mai da Harsashi a Tsakiya tare da hanyoyin da suka fi mayar da hankali kan ma'auni.

1. Bayanin Bayanai Kafin Shiga Tsakani: Rarraba mahalarta bisa ga amfani da dabarun SRL na gwajin farko da makin salon asali, ƙirƙirar bayanan ɗalibai cikakke (misali, "Babban SRL-Bayanai," "Ƙananan SRL-ɓoyayye").
2. Nazarin Shiga Tsakani na Bambance-bambance: Aiwatar da horon SRL. Sa'an nan, a yi nazari ba kawai babban tasirin magani ba, amma yadda ɗalibai daga kowane bayanin da ya riga ya wanzu suka amfana. Shin ƙungiyar "Ƙananan SRL-ɓoyayye" ta nuna riba iri ɗaya da ƙungiyar "Babban SRL-Bayanai"?
3. Binciken Tsari: Don zaɓaɓɓun shari'o'i daga kowane bayani, yi amfani da ƙa'idodin tunani da suka yi yayin da suke kammala ayyukan nahawu bayan shiga tsakani. Yi nazari ba kawai ko suna amfani da dabarun SRL ba, amma yadda suke amfani da su—shin ɗalibin salon "bayanai" yana amfani da sa ido kan kai da yawan tunani fiye da ɗalibin salon "al'ada"?

Wannan tsarin ya wuce haɗin kai don bincika yadda tsararrun halaye da dabarun da suka riga su wanzu suke tsara tsarin koyo.

Aikace-aikacen Gaba & Hanyoyi

• Tsarin Koyo Mai Daidaitawa: Haɗa faɗakarwar SRL (misali, "Saita manufar ku don wannan aikin motsa jiki," "Ƙididdige amincin ku") cikin dandamalin nahawu na dijital. Masu koyar da AI na gaba za su iya daidaita martani bisa ga ƙirar sarrafa kai na ɗalibi da aka zayyana.
• Ƙungiyoyin Horar da Malamai: Haɓaka shirye-shiryen ci gaban ƙwararru waɗanda suka fi mayar da hankali kan "Koyar da Nahawu Mai Haɗe da SRL," suna motsawa bayan bayani kawai zuwa horon dabara.
• Binciken Tsawon Lokaci & Tsakanin Al'adu: Maimaita binciken a cikin tsawon lokaci da kuma a cikin yanayin al'adu daban-daban don ganin ko ƙarfin SRL ya ci gaba da kasancewa kuma ko sassan al'adu na fahimtar kai suna hulɗa tare da salon asali.
• Haɗin Kayan Nazarin Kwakwalwa: Yi amfani da fMRI ko EEG don bincika ko amfani da dabarun SRL yayin koyon nahawu yana kunna yankunan kwakwalwa na sa ido na bayan-fahimta (misali, prefrontal cortex) daban-daban bisa ga bayanan asali.

7. Nassoshi

1. Aliasin, S. H., Kasirloo, R., & Jodairi Pineh, A. (2022). The efficacy of self-regulated learning strategies on learning english grammar: the mediating role of identity styles. Journal of Psychological Science, 21(115), 1359-1374.
2. Berzonsky, M. D. (2011). A social-cognitive perspective on identity construction. In S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.), Handbook of identity theory and research (pp. 55-76). Springer.
3. Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446.
4. Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational psychology review, 16(4), 385-407.
5. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
6. Ismail, N. S. C., & Dedi, F. (2021). The importance of grammar in second language learning. Journal of English Education and Teaching, 5(3), 1-15.
7. Pawlak, M. (2018). Grammar learning strategies: A state-of-the-art review. In M. Pawlak (Ed.), Studying second language acquisition from a qualitative perspective (pp. 3-22). Springer.