نوار کناری مقاله
محتوای اصلی مقاله
چکیده
این تحقیق به بررسی مشکلات گفتاری محصلان رشته زبان انگلیسی پوهنتون کابل میپردازد. دادهها از طریق پرسشنامهای که به ۱۱۰ محصل دوره لیسانس توزیع شد، جمعآوری گردید. چالشهای اصلی شامل اشتباهات در تلفظ، روان نبودن گفتار، و محدودیت در قرار گرفتن در محیطهای واقعی انگلیسیزبان شناسایی شدند. عوامل آموزشی مانند تأکید بیش از حد بر گرامر و کمبود روشهای تدریس ارتباطی، و همچنین عوامل نهادی مانند صنوف پرجمعیت و نبود بازخورد کافی، موانع مهمی بودند. عوامل روانی از جمله ترس از انتقاد منفی نیز باعث کاهش مشارکت محصلان در فعالیتهای گفتاری شد. بسیاری از محصلان از دورههای آموزش زبان انگلیسی اظهار نارضایتی کردند و تمرکز زیاد بر گرامر و نوشتار را عامل این ضعف دانستند. تحلیل آماری تفاوتهای معناداری در مشکلات گفتاری میان سالهای تحصیلی مختلف را نشان داد. این تحقیق با ارائه توصیههای مبتنی بر شواهد برای تقویت مهارتهای گفتاری محصلان و آمادهسازی آنها برای ارتباطات در دنیای واقعی به پایان میرسد.
کلمات کلیدی
جزئیات مقاله
حق نشر 2024 مجله علمی- تحقیقی علوم اجتماعی پوهنتون کابل
این پروژه تحت مجوز بین المللی Creative Commons Attribution-NonCommercial 4.0 می باشد.
منابع
- Ahmad, M., Yousaf, A., & Shoukat, A. (2019). Impact of class size on English language teaching: A Pakistani perspective. 36(1), 21–37.
- Al-Nakhalah, A. M. M. (2016). Problems and Difficulties of Speaking That Encounter English Language Students at Al Quds Open University. International Journal of Humanities and Social Science Invention, 5(12), 96–101. www.ijhssi.org
- AL-Garni, S. A., & Almuhammadi, A. H. (2019). The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills at the University of Jeddah. English Language Teaching, 12(6), 72. https://doi.org/10.5539/elt.v12n6p72
- Al-Hosni, S. (2014). Speaking Difficulties Encountered by Young EFL Learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22–30.
- Almusharraf, A., Aljasser, A., Mahdi, H. S., Al-Nofaie, H., & Ghobain, E. (2024). Exploring the effects of modality and variability on EFL learners’ pronunciation of English diphthongs: a student perspective on HVPT implementation. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-02632-2
- Al-Saraj, T. M. (2014). Becoming a language teacher: a practical guide to second language learning and teaching. In International Journal of Bilingual Education and Bilingualism 17(1). https://doi.org/10.1080/13670050.2013.764062
- Chen, J. C. C. (2016). The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life. Computers and Education, 102, 152–171. https://doi.org/10.1016/j.compedu.2016.08.004
- Chiu, T., & Shen, M. (2019). EFL Learners’ English-Speaking Difficulties and Strategy Use. Education and Linguistics Research, 5(2).
- Daar, G. (2020). Problems of English language learning in context. PKBM SAMBI POLENG, 1–124.
- Godwin-Jones, R. (2018). Using mobile devices in the language classroom. The Cambridge Paper InELT Series, 1–23. https://stockton.edu/ctld/documents/facres/mobile-devices-in-the-classroom.pdf
- Heriansyah Hendra. (2012). Speaking Problems Faced By the English Department Students of Syiah Kuala University. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 6(1), 37–44.
- Horwitz, E. K. (2020). Becoming a language teacher: A practical guide to second language learning and teaching. Castledown Publishers.
- Horwitz E. K., Horwitz M. B., & Cope J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132.
- Meenakshi, K., & Zafar, S. (2012). Individual Learner Differences and Second Language Acquisition: A Review. Journal of Language Teaching and Research, 3(4), 639–646.
- Koizumi, R., & In’nami, Y. (2013). Vocabulary Knowledge and Speaking Proficiency among Second Language Learners from Novice to Intermediate Levels. Journal of Language Teaching and Research, 4(5). https://doi.org/10.4304/jltr.4.5.900-913
- Leong, L.-M., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners’ English-Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34
- Gilakjani, G. A. (2012). What factors influence the English pronunciation of EFL learners? Modern Journal of Language Teaching Methods (MJLTM), 6(2), 314–326.
- Richards, J. (2017). Teaching English through English Proficiency, Pedagogy and Performance. RELC Journal, 48(1), 7–30.
- Roshan, A. S., Gurbaz, M. Q., & Rahmani, S. (2022). The Effects of Large Classes on English Language Teaching. Integrated Journal for Research in Arts and Humanities, 2(2), 38–41. https://doi.org/10.55544/ijrah.2.2.20
- García, S, A. F. (2015). The Practice of English Language Teaching. Boletín Científico de Las Ciencias Económico Administrativas Del ICEA, 3(6). https://doi.org/10.29057/icea.v3i6.137
- Sayuri. (2016). English speaking problems of EFL learners of Mulawarman University. Indonesian Journal of EFL and Linguistics, 1(1), 47–61.
- Thornbury, S. (2005). How to teach speaking. Pearson Education.
- Wang, H., & Roopchund, R. (2021). Foreign language anxiety and speaking performance: EFL learners in China. 5(9), 102–115.
- Zulfikar, Z. (2022). Reducing EFL Learners’ Speaking Anxiety through Selective Error Correction and Group Work. LET: Linguistics, Literature and English Teaching Journal, 12(1), 1. https://doi.org/10.18592/let.v12i1.6391
منابع
Ahmad, M., Yousaf, A., & Shoukat, A. (2019). Impact of class size on English language teaching: A Pakistani perspective. 36(1), 21–37.
Al-Nakhalah, A. M. M. (2016). Problems and Difficulties of Speaking That Encounter English Language Students at Al Quds Open University. International Journal of Humanities and Social Science Invention, 5(12), 96–101. www.ijhssi.org
AL-Garni, S. A., & Almuhammadi, A. H. (2019). The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills at the University of Jeddah. English Language Teaching, 12(6), 72. https://doi.org/10.5539/elt.v12n6p72
Al-Hosni, S. (2014). Speaking Difficulties Encountered by Young EFL Learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22–30.
Almusharraf, A., Aljasser, A., Mahdi, H. S., Al-Nofaie, H., & Ghobain, E. (2024). Exploring the effects of modality and variability on EFL learners’ pronunciation of English diphthongs: a student perspective on HVPT implementation. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-02632-2
Al-Saraj, T. M. (2014). Becoming a language teacher: a practical guide to second language learning and teaching. In International Journal of Bilingual Education and Bilingualism 17(1). https://doi.org/10.1080/13670050.2013.764062
Chen, J. C. C. (2016). The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life. Computers and Education, 102, 152–171. https://doi.org/10.1016/j.compedu.2016.08.004
Chiu, T., & Shen, M. (2019). EFL Learners’ English-Speaking Difficulties and Strategy Use. Education and Linguistics Research, 5(2).
Daar, G. (2020). Problems of English language learning in context. PKBM SAMBI POLENG, 1–124.
Godwin-Jones, R. (2018). Using mobile devices in the language classroom. The Cambridge Paper InELT Series, 1–23. https://stockton.edu/ctld/documents/facres/mobile-devices-in-the-classroom.pdf
Heriansyah Hendra. (2012). Speaking Problems Faced By the English Department Students of Syiah Kuala University. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 6(1), 37–44.
Horwitz, E. K. (2020). Becoming a language teacher: A practical guide to second language learning and teaching. Castledown Publishers.
Horwitz E. K., Horwitz M. B., & Cope J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132.
Meenakshi, K., & Zafar, S. (2012). Individual Learner Differences and Second Language Acquisition: A Review. Journal of Language Teaching and Research, 3(4), 639–646.
Koizumi, R., & In’nami, Y. (2013). Vocabulary Knowledge and Speaking Proficiency among Second Language Learners from Novice to Intermediate Levels. Journal of Language Teaching and Research, 4(5). https://doi.org/10.4304/jltr.4.5.900-913
Leong, L.-M., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners’ English-Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34
Gilakjani, G. A. (2012). What factors influence the English pronunciation of EFL learners? Modern Journal of Language Teaching Methods (MJLTM), 6(2), 314–326.
Richards, J. (2017). Teaching English through English Proficiency, Pedagogy and Performance. RELC Journal, 48(1), 7–30.
Roshan, A. S., Gurbaz, M. Q., & Rahmani, S. (2022). The Effects of Large Classes on English Language Teaching. Integrated Journal for Research in Arts and Humanities, 2(2), 38–41. https://doi.org/10.55544/ijrah.2.2.20
García, S, A. F. (2015). The Practice of English Language Teaching. Boletín Científico de Las Ciencias Económico Administrativas Del ICEA, 3(6). https://doi.org/10.29057/icea.v3i6.137
Sayuri. (2016). English speaking problems of EFL learners of Mulawarman University. Indonesian Journal of EFL and Linguistics, 1(1), 47–61.
Thornbury, S. (2005). How to teach speaking. Pearson Education.
Wang, H., & Roopchund, R. (2021). Foreign language anxiety and speaking performance: EFL learners in China. 5(9), 102–115.
Zulfikar, Z. (2022). Reducing EFL Learners’ Speaking Anxiety through Selective Error Correction and Group Work. LET: Linguistics, Literature and English Teaching Journal, 12(1), 1. https://doi.org/10.18592/let.v12i1.6391