درخت حوزه‌های تخصصی

4 مجله مطالعات زبان فرانسه، سال پنجم، شماره 8، بهار و تابستان 1392 گذار از زبانشناسی توصیفی به زبانشناسی کاربردی در کشور ساحل عاج: تحلیل و راهکارها پییر آدو کواکو کوادیو دانشگاه فلیکس هوفاعه بوانی، آبیجان -کوکودی، ساحل عاج padoukk@yahoo.fr 1392/5/ 1391 تاریخ پذیرش: 23 /10/ تاریخ دریافت: 28 این مقاله در نظر دارد تحلیلی انتقادی از کاربستهای زبانشناسی کاربردی در ساحل عاج ارایه کند. در آفریقا، علیرغم تعداد فراوان موسسات پژوهشی زبانشناسی و با وجود تعداد قابل توجه کارهای توصیفی در زبانشناسی آفریقایی/فرانسوی، نتایج مورد انتظار همچنان حاصل نشدهاند. همانطور که با وجود گسترش زبان فرانسه و کاهش حضور زبانهای محلی که البته به اندازه کافی مورد مطالعه قرار گرفتهاند، همچنان شاهد نزول سطح زبان فرانسه در میان زبانآموزان هستیم. به نظر میرسد که پژوهشهای صورت گرفته در حوزه زبانشناسی صرفا به توصیف پرداختهاند. و میدانیم که هر پژوهشی که به کار جامعه نیاید، از اساس بیهوده است. پژوهشهای زبانشناسی در ساحل عاج نیز از این قاعده مستثنی نیست. چراکه ما در این حوزه شاهد توصیفهای زبانشناختی هستیم که کاربست و سودمندی واقعی برای جامعههای هدف ندارد. در مقاله حاضر، ما ابتدا شرحی از آنچه زبانشناسی کاربردی در ساحل عاج در نظر گرفته میشود، ارایه میکنیم و سپس با پرداخت به دلایل آنچه بحران در زبانشناسی کاربردی نامیده میشود، پیشنهاداتی برای دست یافتن به نتایج مطلوب ارایه میکنیم. واژگان کلیدی: زبانشناسی کاربردی، ساحل عاج، تحلیل، پیشنهاد

This study examined the Iranian EFL learners’ multicultural developmental trend in light of Investment Hypothesis as they furthered their academic studies from BA toward postgraduate levels. In so doing 117 BA, 92 MA, and 35 Ph.D. EFL students at AllamehTabataba’i University, Tarbiat Modarres, and Islamic Azad Universities, Tehran, Iran, were randomly selected to provide answers to Multicultural Personality Traits Questionnaire (MPQ) that measures individuals’ Multicultural Personality Traits (MPTs: Cultural Empathy, Open-Mindedness, Social Initiative, Emotional Stability, and Flexibility). Ph.D. students’ MPTs mean was found to be 277.77; MA students’ MPTs mean score was 272.20; and BA students’ MPTs mean score was 267.96. The ANOVA conducted revealed that EFL Iranian students’ MPTs improved as they furthered their academic career from BA to MA and from MA to Ph.D. levels. The study concluded that advancement in EFL students’ academic career resulted in a concomitant development in their MPTs and among the five MPTs, cultural empathy and social initiative were found to have been significantly improved at Ph.D. level. Among the MPTs, Social initiative provides the highest contribution to social interactions and its significant development at Ph.D. level is confirmatory of the discursive-constructionists’ approach to L2 learning.

Various studies have confirmed the influential role of corrective feedback (CF) in the development of different linguistic skills and components. However, little, if any, research has been conducted on comparing types of linguistic errors treated by teachers through CF. To bridge this gap, this study sought to investigate the linguistic errors addressed and the types of CF provided by teachers. To this end, the classes of 40 teachers teaching at the intermediate level were audio-recorded for two successive sessions. The detailed analysis of around 128 hours of classroom interactions showed that explicit correction was the most frequent CF type, accounting for 48.5 percent of all CF types provided, and recast was the second most frequently used CF type, constituting 29.5 percent of all CF types. All the other CF types (i.e. request for clarification, confirmation check, repetition, metalinguistic feedback, elicitation, and multiple feedback) constituted 22 percent of the CF. Repetition was the least frequently used CF type, amounting to 0.66 percent of the CF given by teachers. As to the linguistic focus of CF, pronunciation errors were found to be the mostly noticed target for teachers’ CF, constituting 47 percent of all errors addressed, while vocabulary was the least frequently addressed linguistic target, accounting for 17.5 percent of all errors. The study suggests that teachers prefer explicit corrective strategies over implicit ones and that they provide CF mainly to correct pronunciations errors. The study suggests that there is a need for change in the types of CF teachers use and the relative attention they assign to different linguistic error types they treat through CF