Abstract:
پژوهش حاضر بهمنظور بررسی تاثیر تکنیک کلمات همخانواده بر کاهش خطاهایی املایی ناشی از دشواری الفبای زبان فارسی در پایه چهارم ابتدایی انجام گرفت. جامعه آماری در این پژوهش شبهآزمایشی، دانشآموزان پسر پایه چهارم دبستان شهر تهران در سال تحصیلی 99-98، و نمونه مورد مطالعه، دو کلاس 35 نفری بودند که بر اساس نمونهگیری در دسترس انتخاب شدند و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. ابزار مورد استفاده این پژوهش "آزمون درس املا" بود. بهمنظور تجزیهوتحلیل اطلاعات از تحلیل کواریانس یکراهه استفاده شد. طرح پژوهش از نوع شبهآزمایشی با پیشآزمون و پسآزمون با گروه گواه بود، که پس از انتخاب تصادفی گروههای آزمایشی و گواه، مداخله آزمایشی (تکنیک کلمات همخانواده) روی گروه آزمایش به مدت 7جلسه 50 دقیقهای و دوبار در هفته اجرا گردید. پس از اتمام برنامه آموزشی از هر دو گروه پسآزمون املا گرفته شد. نتایج تحلیلکواریانس نشان داد که تکنیک کلمات بر کاهش خطاهایی املایی ناشی از دشواری الفبای زبان فارسی در مقطع ابتدایی موثر است (05/0>p). بنابراین از آنجایی که این تکنیک میتواند خطاهای املایی ناشی از دشواری الفبای زبان فارسی را به طور معنیداری کاهش میدهد ضروری است که معلمان توجه ویژهای به مقولهی کلمات همخانواده و اهمیت آن در املا داشته باشند. همچنین لازم است در درس فارسی کلمات همخانواده هر درس را استخراج کنند و دانشاموزان را به مطالعه بیشتر آنها ترغیب کنند.
The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in 4th grade elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (pThe present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (pThe present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (pThe present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (pThe present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (pThe present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.
Machine summary:
اگرچه قوانين ارثوگرافي و مورفولوژيکي مربوط به املا براي نمونه "آي قبل از اي (در زبان انگليسي)" بعضي اوقات مي توانند بيان شوند، اغلب به طور ضمني از طريق در معرض قرار گرفتن آموخته ميشوند (Pacton, Perruchet, Fayol ، ٢٠٠١) پنج مرحله يادگيري املا از ناخوانا نويسي تا توانايي درست هجي کردن توسط متخصصان شناسايي شده است : ١) مرحله پيش از سواد (خط خطي کردن و آگاهي پايه واج -آواشناسي )؛ ٢) مرحله آگاهي از نام حروف (مهارت هاي آگاهي از واج )؛ ٣) مرحله الگوهاي درون کلمات (الگوهاي املاي صحيح و ساخت شناسي واژه ها)؛ ٤) مرحله اتصالات هجايي (قواعد املاي صحيح و راهبردهاي ساخت شناسي واژه ها)؛ و ٥) مرحله ثبات اشتقاقي (ريشه کلمات و مشتقات آن ها آموخته مي شود و اين دانش دائما بکار گرفته ميشود) (Henderson ، ١٩٩٠) اخيرا اين ديدگاه مورد بازبيني قرار گرفته است ، و محققان معتقدند که حتي افراد مبتدي در املا نه تنها در سطح واج -آواشناسي (Bear &Templeton ، ١٩٩٢) بلکه در سطح درست نويسي ( Cassar Treiman & ، ١٩٩٧؛.
Pinto &Bigozzi, Tarchi, (٢٠١٧) در پژوهشي با نام "سازگاري و ثبات املاي دانش آموزان ايتاليايي در مهارت املانويسي در برابر ارزيابي از انشا" به اين نتايج دست يافتند که با توجه به يافته هاي مربوط به سازگاري و ثبات درون تکليف ، بين عدم دقت در املاء و انشا براي همه نمرات مورد بررسي همبستگي مثبت وجود دارد.