Language Related Research

E-ISSN: 2383-0816
https://lrr.modares.ac.ir

Vol. 11, No. 6, Tome 60

The Impacts of Virtual Reality on Young EFL Learners’ pp. 449-480
February & March
Pronunciation 2021

Minoo Alemi1* & Shiva Khatooni2

Received in revised form: 9 December 2019

Abstract
This study made an attempt to investigate the impacts of Virtual Reality on Iranian
Accepted: 25 December 2019
Received: 23 September 2019

young Foreign Language learners’ pronunciation, aged between 6 to 12 years (Low-

intermediate Level) in Tehran, Iran. To this aim, after taking a pronunciation pre-test
through Speech ace Browser, 18 students participated in the study and were divided
into two groups in order to be controlled better in their performance. The Virtual
Reality Game (VR Games) given by a teacher was designed with a humanoid robot in
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virtual environments and all of the pronunciation items were measured in words
consisting of vowel /ɪ/ and /i/ and vowel /ʊ/ and /u/. The researchers taught learners the
items in 10 ninety-minute-long sessions (twice a week) through the VR games and
helped them learn efficaciously the items by different pronunciation activities. Finally,
the researchers administered the post-test and the paired-samples t-test was conducted
to examine a potential relationship between the pretest and the posttest of the group.
The findings of the study showed that there was a significant relationship between
these two times of testing. Overall, the results revealed that VR has been very
influential and useful in creating an efficient and pleasurable English learning
environment. This study has some implications for technology-based education and
language teaching through educational games.

Keywords: virtual reality,pronunciation, young EFL learners

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‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
1. Corresponding author, Associate Professor, Department of Applied Linguistics, Islamic
Azad University, West Tehran Branch, Tehran, Iran; Email: alemi@sharif.ir;
ORCID ID: https://orcid.org/000000019703831X
2. PhD Candidate in Applied Linguistics, Islamic Azad University, Central Tehran Branch,
Tehran, Iran.
 Language Related Research 11(6), (February & March, 2021) 449-480

1. Introduction
During the past years, communication is addressed as an essential goal in
language learning and teaching (Cook, 2016). Although communication is an
end for every teacher and learner in native and non-native contexts, there are
various amount of challenges in the path of language learning (Cohen,
2014). As previous studies have mentioned the role of meaningfull
communication in language conversations and face to face interactions (Ali,
2016; Burgess & Spencer, 2000; Cook, 2016), teachers and learners are
trying to find a way to create meaningful and understandable way of
communication (Al-Zayed, 2017; Cruttenden, 2014). As Al-Zayed (2017)
maintained, one of the factors of meaningful communication can be the
result of the combination between vocabulary knowledge and appropriate
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level of pronunciation. Therefore, pronunciation can be identified as a

challenging component for language learners all around the world especially
in non-native countries (EFL/ESL). In other words, pronunciation is ignored
during past years by many teachers and learners because teaching and
mastery of it can be recognized as a complex and hard task (Cook, 2016).
Moreover, non-native countries experience lack of access to native-like
pronunciation and corrective feedbacks from native speakers and listeners.
In other side, with the advancement of technology and advancement in
computer assisted language learning (CALL) programs in language
education, creating immersive and virtual environments come true for
language learners and teachers to be placed in these environments (Chik,
2014; Chiu, 2017; Lawrence & Ahmed, 2020). To explain it clear, virtual
reality assisted language learning can be introduced as an appropriate way
for teachers and learners to teach and learn pronunciation beucause these
virtual environments can make the language learning experience in virtual or
immersive way.
Based on the mentioned problems in pronunciation in language education
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and improvement in CALL, this study tried to investigate the impacts of VR

based pronunciation training in terms of VRAPT (Virtual Reality Assisted
Pronunciation Training) for the first time in related literature. In line with

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 The Impacts of Virtual … Minoo Alemi & Shiva Khatooni

this goal, following research question was raised by researchers to examine

whether VRAPT can improve the pronunciation of young EFL learners.
Research Question
Does VR have any significant impact on the pronunciation of young EFL
learners (from pre-test to post-test)?

2. Literature Review
2.1. Pronunciation Training through Technologies (From Computer to
Virtual Environments)
After the advent of using computers, computer softwares, as well as mobile
applications for language teaching, researchers and linguists have succeeded
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in incorporating humanoid robots into the realm of teaching of English or

Robot-Assisted Language Learning (Alemi, Meghdari & Ghazisaeidi, 2014).
These robots can influence the many aspects of linguistics or even
psychology by teaching a language. For example, Alemi, Meghdari,
Ghazisaedy (2015) with the use of a humanoid robot as a teaching assistant
in teaching English assessed the level of anxiety and attitude of about 46
female students in English language classes. The result indicated that the use
of a robot in the classroom could be very entertaining and enhanced learning
more effectively.
VRALL is combination of virtual reality and robot assisted language
learning. In fact, linguists use this technology to create virtual and unrealistic
environments similar to lessons and training environments (Lin & Lan,
2015).
What is considered as VRAPT in this study is type of classroom in which
VR technologies assisted as teacher assistant to improve the EFL learners’
pronunciation.

3. Methodology
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In order to conduct the current study, the following steps were undertaken.
Pre-test Phase

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 Language Related Research 11(6), (February & March, 2021) 449-480

At the outset of the study, given the fact that the pronunciation variable
was assumed to be dynamic and uncontrollable, All the students’(18 girls
and boys) initial mastery over pronunciation was measured. This was done
through speech recognition browser (SpeechAce) in two categories of vowel
/ɪ/ and /i/ and vowel /ʊ/ and /u/ in simple words and sentences with the aim
of being close to the native tune-up. Additionally, after collecting this
information, the needs and level of the participants were examined through
the percentage of native-like pronunciation that the software gave to the
researcher; therefore their level was determined for the game because this
sounds absolutely essential and games should fit with the proficiency level
of learners. The children were monitored by the teacher and the game
specialist at Sharif University of Technology and their pronunciation was
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continually recorded.
Treatment Phase
In the VR group, students were able to play 10 sessions of ninety minutes
with virtual reality and a game designed for this type of training. The
beginning of each session, new topics were taught by the teacher and then a
game or practice of virtual reality was used. During these sessions, learners
were able to learn the pronunciation of different words from different
scenarios such as hobbies, colors, fruits, jobs, sports, body parts, toys, jobs,
animals, foods, and birthday, etc where each scenario was specifically
designed and created in a fully 3D environment.
Post-test Phase
After presenting the class and receiving 10 ninety-minute-long sessions,
the participating learners were tested again through the Speech ace Software
to collect the posttest information, and then the results were compared.

4. Results
In order to achieve the purpose of the study, first descriptive statistics was run
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as shown in Table 1.The students in the posttest (M = 6.01, SD = 1.08) had a

better performance, as against that of theirs in the pretest (M = 3.64, SD = .81).

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 The Impacts of Virtual … Minoo Alemi & Shiva Khatooni

Table 1.
Descriptive statistics of two testing times of students ( N= 18 )
Mean N Std. Deviation Std. Error
Mean

VRAPT Pretest 3.64 18.00 0.81 0.19

Posttest 6.01 18.00 1.08 0.25

Moreover, the paired-samples t-tests was run as shown in Table 2 which

indicated that there was a significant difference between pretest and posttest
of students, t (17) = -13.41, p = .00, with the Cohen’s effect size value being
2.47, which can be considered as a very high effect size.
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Table 2.
Paired-Samples t-test
Paired Differences
95% Confidence
Interval of the
Std. Difference Sig.
Mean Deviation Lower Upper t df (2-tailed)
Pretest -2.37 .75 -2.75 -2.00 -13.41 17.00 .00
and
Posttest

The results from the pretest to the posttest revealed that there was a
significant difference between the gains of these students in terms of
pronunciation.This efficiency could be attributed to different factors like
‘authenticity’, ‘motivation’ and ‘repetition’. Therefore, VR had the potency
to inspire and motivate the participants in order to perform better in
pronunciation and they could have better performance in communication.
Based on this, VR can make the path of meaningful communication shorter
and can be used in language classrooms to help teachers and learners.
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 ‫دوﻣﺎﻫﻨﺎﻣﺔ ﻋﻠﻤﻲ‪ -‬ﭘﮋوﻫﺸﻲ‬
‫د‪ ،11‬ش‪) 6‬ﭘﻴﺎﭘﻲ ‪ (60‬ﺑﻬﻤﻦ و اﺳﻔﻨﺪ ‪ ،1399‬ﺻﺺ‪480-449‬‬

‫ﺗﺄﺛﻴﺮ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي در آﻣﻮزش ﺗﻠﻔﻆ اﻧﮕﻠﻴﺴﻲ‬

‫زﺑﺎنآﻣﻮزان ﻧﻮﺟﻮان‬
‫‪2‬‬
‫ﻣﻴﻨﻮ ﻋﺎﻟﻤﻲ‪ ،*1‬ﺷﻴﻮا ﺧﺎﺗﻮﻧﻲ‬

‫‪ .1‬داﻧﺸﻴﺎر ﮔﺮوه زﺑﺎنﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدي‪ ،‬داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ واﺣﺪ ﺗﻬﺮانﻏﺮب‪ ،‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪.‬‬
‫‪ .2‬داﻧﺸﺠﻮي دﻛﺘﺮي زﺑﺎنﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدي‪ ،‬داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ واﺣﺪ ﺗﻬﺮان ﻣﺮﻛﺰي‪ ،‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪.‬‬

‫ﭘﺬﻳﺮش‪98/10/04 :‬‬ ‫درﻳﺎﻓﺖ‪98/07/01 :‬‬

‫ﭼﻜﻴﺪه‬
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‫ﺗﺮﻛﻴﺐ ﻓﻨﺎوريﻫﺎي ﻧﻮﻳﻦ در آﻣﻮزش زﺑﺎن ﺑﻪﻃﻮر ﭼﺸﻤﮕﻴﺮي ﻓﺮاﮔﻴﺮ ﺷﺪه اﺳﺖ و در ﺣﺎل ﺣﺎﺿﺮ ﺑﻪ‪-‬‬
‫ﻣﻨﺰﻟﺔ اﺑﺰارﻫﺎي ﻣﻔﻴﺪي در آﻣﻮزش زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﻛﺎرﺑﺮد دارد‪ .‬در راﺳﺘﺎي اﻳﻦ روﻧﺪ‪ ،‬اﻋﺘﻘﺎد ﺑﺮ اﻳﻦ اﺳﺖ‬
‫ﻛﻪ ﺑﻪﻛﺎرﮔﻴﺮي ﻓﻨﺎوريﻫﺎي ﻧﻮﻳﻦ در آﻣﻮزش و ﻳﺎدﮔﻴﺮي ﺗﻠﻔﻆ زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺗﺄﺛﻴﺮﮔﺬار اﺳﺖ‪ .‬ﺑﻪ ﻫﻤﻴﻦ‬
‫ﻣﻨﻈﻮر اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﺑﺎ ﻫﺪف ﺑﺮرﺳﻲ ﺗﺄﺛﻴﺮ آﻣﻮزش زﺑﺎن از ﻃﺮﻳﻖ واﻗﻌﻴﺖ ﻣﺠﺎزي ﺑﺮ ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان‬
‫ﻧﻮﺟﻮان اﻳﺮاﻧﻲ اﻧﺠﺎم ﺷﺪه اﺳﺖ‪ .‬ﺑﺮاي اﻳﻦ ﻣﻨﻈﻮر‪ 18 ،‬زﺑﺎنآﻣﻮز )‪ 6‬ﺗﺎ ‪ 12‬ﺳﺎﻟﻪ( ﺑﺮاي ﺷﺮﻛﺖ در ﻣﻄﺎﻟﻌﻪ‬
‫در آزﻣﺎﻳﺸﮕﺎه رﺑﺎﺗﻴﻚ اﺟﺘﻤﺎﻋﻲ ـ ﺷﻨﺎﺧﺘﻲ داﻧﺸﮕﺎه ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ دﻋﻮت ﺷﺪﻧﺪ‪ .‬اﺑﺘﺪا‪ ،‬ﺗﻠﻔﻆ آنﻫﺎ ﺗﻮﺳﻂ‬
‫ﭘﻴﺶآزﻣﻮن ﺗﻠﻔﻆ از ﻃﺮﻳﻖ ﻣﺮورﮔﺮ ‪ Speechace‬اﻧﺪازهﮔﻴﺮي ﺷﺪ‪ .‬ﺑﻌﺪ‪ ،‬در ﻣﺤﻴﻄﻲ ﻣﺠﺎزي‪ ،‬در ﻃﻮل ده‬
‫ﺟﻠﺴﺔ ﻧﻮد دﻗﻴﻘﻪاي‪ ،‬ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن دﺳﺘﻮراﻟﻌﻤﻞﻫﺎﻳﻲ را درﻣﻮرد ﺗﻤﺎﻣﻲ ﻣﻮارد ﺗﻠﻔﻆﺷﺪه در آزﻣﻮن‬
‫درﻳﺎﻓﺖ ﻛﺮدﻧﺪ )ﺷﺎﻣﻞ واﻛﻪ ﻫﺎي ‪ / ɪ /‬و ‪ / i /‬و واﻛﻪﻫﺎي ‪ / ʊ /‬و ‪ ( / u /‬ﻛﻪ از ﻃﺮﻳﻖ ﺑﺎزي واﻗﻌﻴﺖ‬
‫ﻣﺠﺎزي ﺗﻮﺳﻂ ﻳﻚ رﺑﺎت اﻧﺴﺎنﻧﻤﺎ اﺟﺮا ﺷﺪ‪ .‬ﻣﻮﺿﻮﻋﺎت آﻣﻮزﺷﻲ در ﻏﺎﻟﺐ ﺟﻤﻼت ﺳﺎده و ﻣﻜﺎﻟﻤﺎت‬
‫ﻛﻮﺗﺎه ﺑﻮد‪ .‬درﻧﻬﺎﻳﺖ‪ ،‬ﻣﺤﻘﻘﺎن ﭘﺲآزﻣﻮن را ﺑﺮرﺳﻲ ﻛﺮدﻧﺪ و ﻧﺘﺎﻳﺞ آزﻣﻮن زوﺟﻲ ﻧﺸﺎن داد ﻛﻪ در‬
‫ﻋﻤﻠﻜﺮد زﺑﺎنآﻣﻮزان ﻗﺒﻞ و ﺑﻌﺪ از ﺟﻠﺴﻪﻫﺎي آﻣﻮزﺷﻲ ﺗﻔﺎوت ﻣﻌﻨﺎداري وﺟﻮد دارد‪ .‬اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﻧﺸﺎن‬
‫ﻣﻲدﻫﺪ ﻛﻪ ﺑﺎزيﻫﺎي ﺷﺒﻴﻪﺳﺎزيﺷﺪه در ﻣﺤﻴﻂ واﻗﻌﻴﺖ ﻣﺠﺎزي ﻣﻲﺗﻮاﻧﻨﺪ در اﻓﺰاﻳﺶ ﻣﻬﺎرتﻫﺎي ﺗﻠﻔﻆ‬
‫زﺑﺎنآﻣﻮزان ﺑﻪ ﻛﺎر ﮔﺮﻓﺘﻪ ﺷﻮﻧﺪ‪ .‬ﺑﻪ ﻋﻼوه‪ ،‬واﻗﻌﻴﺖ ﻣﺠﺎزي روﺷﻲ ﻧﻮﻳﻦ ﺑﺮاي ﺗﺪرﻳﺲ و ﻳﺎدﮔﻴﺮي زﺑﺎن‬
‫اﻧﮕﻠﻴﺴﻲ را در ﻣﺤﻴﻄﻲ ﻛﺎرآﻣﺪ و ﻟﺬتﺑﺨﺶ اﻳﺠﺎد ﻣﻲ ﻛﻨﺪ‪.‬‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫واژهﻫﺎي ﻛﻠﻴﺪي‪ :‬آﻣﻮزش ﺗﻠﻔﻆ از ﻃﺮﻳﻖ واﻗﻌﻴﺖ ﻣﺠﺎزي )‪ ، (VRAPT‬ﺗﻠﻔﻆ‪ ،‬زﺑﺎنآﻣﻮزان ﻧﻮﺟﻮان‪.‬‬

‫ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫‪E-mail: alemi@sharif.ir‬‬ ‫* ﻧﻮﻳﺴﻨﺪة ﻣﺴﺌﻮل ﻣﻘﺎﻟﻪ‪:‬‬
 ‫ﺗﺄﺛﻴﺮ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي‪...‬‬ ‫ﻣﻴﻨﻮ ﻋﺎﻟﻤﻲ و ﻫﻤﻜﺎر‬

‫‪ .1‬ﻣﻘﺪﻣﻪ‬
‫از آﻧﺠﺎﻳﻲ ﻛﻪ زﺑﺎنآﻣﻮزان ﺑﻌﻀﺎً زﺑﺎن ﺧﺎرﺟﻲ را در ﻣﺤﻴﻄﻲ ﻛﺎﻣﻼً ﻣﺘﻔﺎوت از ﻣﻮﻗﻌﻴﺖ ﻣﻜﺎﻧﻲ‬
‫زﺑﺎن اﺻﻠﻲ زﺑﺎن ﻣﻲآﻣﻮزﻧﺪ‪ ،‬ﻫﻤﻴﺸﻪ ﺑﺎ ﻣﻮاﻧﻊ زﻳﺎدي روﺑﻪرو ﻫﺴﺘﻨﺪ )‪ .(Cohen, 2014‬در اﻳﻦ‬
‫راﺳﺘﺎ رﻳﺪ و ﻟﻮوﻳﺲ‪ (2019) 1‬ﺗﺄﻛﻴﺪ ﻣﻲﻛﻨﻨﺪ ﻛﻪ اﻳﻦ ﭼﺎﻟﺶﻫﺎ ﺑﺮاي ﺗﻌﺪاد زﻳﺎدي از زﺑﺎنآﻣﻮزان‬
‫زﺑﺎن ﺧﺎرﺟﻲ ﺛﺎﺑﺖ ﺷﺪه اﺳﺖ و ﻳﺎدﮔﻴﺮي واژﮔﺎن‪ ،‬ﺑﻪوﻳﮋه ﺗﺴﻠﻂ ﺑﺮ ﺗﻠﻔﻆ دﻗﻴﻖ ﻛﻠﻤﺎت را ﺑﺮاي‬
‫اﻳﻦ زﺑﺎنآﻣﻮزان ﺑﺴﻴﺎر ﺳﺨﺖ و دﺷﻮار ﻛﺮده اﺳﺖ‪.‬‬
‫درواﻗﻊ ﺑﻪﻃﻮر ﮔﺴﺘﺮدهاي اﺳﺘﺪﻻل ﺷﺪه اﺳﺖ ﻛﻪ ﮔﻮﻳﺸﻮران ﻏﻴﺮﺑﻮﻣﻲ ﻳﺎ داﻧﺶآﻣﻮزان در‬
‫ﻣﺪارس زﺑﺎن دوم‪ ،‬ﺻﺪاﻫﺎي ﻣﻮﺟﻮد در زﺑﺎن دوم را ﺑﻪ ﺷﻴﻮهاي ﺷﺒﻴﻪ ﺻﺪاﻫﺎي زﺑﺎن ﻣﺎدري‪-‬‬
‫ﺷﺎن ﺗﻠﻔﻆ ﻣﻲﻛﻨﻨﺪ )‪(Moradimoghadam et al., 2012‬؛ ﺑﻪ ﻫﻤﻴﻦ ﺗﺮﺗﻴﺐ‪ ،‬زﺑﺎنآﻣﻮزان‬
‫اﺣﺘﻤﺎﻻً ﺑﺮاي ﺗﻠﻔﻆ ﺻﺪاﻫﺎي اﻧﮕﻠﻴﺴﻲ ﺑﻪ ﻣﻮارد ﻣﺸﺎﺑﻪ در زﺑﺎن ﻣﺎدري ﺧﻮد ﺟﺬب ﻣﻲﺷﻮﻧﺪ ﻛﻪ‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫ﻣﻤﻜﻦ اﺳﺖ ﺑﻪ اﺧﺘﻼل ارﺗﺒﺎﻃﻲ ﻳﺎ ﺳﺮدرﮔﻤﻲ ﻣﻨﺠﺮ ﺷﻮد )‪ .(Al-Zayed, 2017‬ﻋﻼوه ﺑﺮ اﻳﻦ‪،‬‬
‫ﻣﻮرﻟﻲ‪ (1994) 2‬ادﻋﺎ ﻣﻲﻛﻨﺪ ﻛﻪ وﻗﺘﻲ ﺗﻠﻔﻆﻫﺎي ﻏﻴﺮ زﺑﺎن ﻣﺎدري ﺑﻪ ﺷﺪت ﺗﻮﺳﻂ ﻟﻬﺠﻪﻫﺎ ﺗﺤﺖ‬
‫ﺗﺄﺛﻴﺮ ﻗﺮار ﻣﻲﮔﻴﺮد‪ ،‬دﻳﮕﺮان ﻣﻤﻜﻦ اﺳﺖ ﻓﻬﻢ آنﻫﺎ را دﺷﻮار ﻳﺎ ﻏﻴﺮﻣﻤﻜﻦ ﺑﺪاﻧﻨﺪ‪.‬‬
‫از اﻳﻦ رو‪ ،‬ﺗﻔﺴﻴﺮﭘﺬﻳﺮي در ﺗﻠﻔﻆ اﻧﮕﻠﻴﺴﻲ ﺑﺎﻳﺪ ﻫﺪف اﺻﻠﻲ ﻫﺮ ﺳﺨﻨﺮان در ﻣﻜﺎﻟﻤﺎت ﺑﺎﺷﺪ‬
‫)‪ .(Scovel, 1988‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﺳﻄﺢ ﻗﺎﺑﻞ ﻗﺒﻮﻟﻲ از ﺗﻠﻔﻆ ﺑﺮاي ﻫﺮ ﻳﻚ از زﺑﺎنآﻣﻮزان ﻻزم اﺳﺖ‬
‫ﺗﺎ ﮔﻔﺖوﮔﻮي ﻗﺎﺑﻞ ﻗﺒﻮل و ﻗﺎﺑﻞ ﻓﻬﻤﻲ ﺑﺎ دﻳﮕﺮان داﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬ﻋﻼوه ﺑﺮ اﻳﻦ‪ ،‬ﺑﺴﻴﺎري از‬
‫ﻣﺤﻘﻘﺎن ﻣﻌﺘﻘﺪﻧﺪ ﻛﻪ زﺑﺎنآﻣﻮزاﻧﻲ ﻛﻪ ﺑﻪ ﻣﺴﺌﻠﺔ ﺗﻠﻔﻆ ﺗﻮﺟﻪ ﻧﺪارﻧﺪ ﺑﻴﺸﺘﺮ اﺣﺘﻤﺎل دارد ﻛﻪ ﺑﺎ‬
‫ﻣﺸﻜﻼت ارﺗﺒﺎﻃﻲ ﻣﻮاﺟﻪ ﺷﻮﻧﺪ )‪ .(Waniek-Klimczak et al., 2015‬ﺑﻪ ﻋﺒﺎرت دﻳﮕﺮ‪ ،‬آنﻫﺎ‬
‫ﻧﻤﻲﺗﻮاﻧﻨﺪ ﺑﻪﻃﻮر ﻣﺆﺛﺮ ﺑﺎ ﻛﻼس درس ارﺗﺒﺎط ﺑﺮﻗﺮار ﻛﻨﻨﺪ‪ ،‬ﭼﺮا ﻛﻪ ﺑﺎﻳﺪ ﺑﺎ دﻳﮕﺮان در ﺣﻮزه‪-‬‬
‫ﻫﺎي ﻣﻌﺘﺒﺮ ﺗﻌﺎﻣﻞ داﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬
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‫اﻣﺎ ﺑﺎ ﭘﻴﺪاﻳﺶ ﻓﻨﺎوريﻫﺎي ﻧﻮﻳﻦ ﻧﻈﻴﺮ واﻗﻌﻴﺖ ﻣﺠﺎزي )‪ ،(VR‬ﺷﺮاﻳﻂ آﻣﻮزﺷﻲ ﺑﺮاي‬
‫داﻧﺶآﻣﻮزاﻧﻲ ﻛﻪ دور از ﻣﺤﻴﻂﻫﺎي ﺑﻮﻣﻲ ﻫﺴﺘﻨﺪ ﺗﺎ ﺣﺪودي ﻓﺮاﻫﻢ ﺷﺪه اﺳﺖ) ‪Lin & Lan,‬‬
‫‪ .(2015‬واﻗﻌﻴﺖ ﻣﺠﺎزي وﻳﮋﮔﻲ ﺑﺴﻴﺎر ﭘﻴﺸﺮﻓﺘﻪاي از اﻣﻜﺎﻧﺎت ﻓﻨﺎوراﻧﻪ اﺳﺖ ﻛﻪ ﻣﻲﺗﻮاﻧﺪ اﻣﻜﺎن‬
‫ﺣﻀﻮر در ﻣﻮﻗﻌﻴﺖﻫﺎي ﺑﺴﻴﺎري را ﻓﺮاﻫﻢ ﻛﻨﺪ ﻛﻪ اﻓﺮاد ﻗﺎدر ﺑﻪ دﺳﺘﺮﺳﻲ ﻧﻴﺴﺘﻨﺪ ) ‪Minocha‬‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫‪ .(et al., 2017‬ﺑﻪ ﺑﻴﺎن دﻳﮕﺮ‪ ،‬ﻣﺰﻳﺖ واﻗﻌﻴﺖ ﻣﺠﺎزي در ﺑﺮاﺑﺮ روشﻫﺎي ﻣﻌﻤﻮل ﺗﻮﺻﻴﻔﻲ اﻳﻦ‬

‫‪1‬‬
‫‪Reed & Levis‬‬
‫‪2 Morely‬‬
‫‪3‬‬
‫‪Virtual Reality‬‬

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 ‫دورة ‪ ،11‬ﺷﻤﺎرة ‪) 6‬ﭘﻴﺎﭘﻲ ‪ ،(60‬ﺑﻬﻤﻦ و اﺳﻔﻨﺪ ‪1399‬‬ ‫ﺟﺴﺘﺎرﻫﺎي زﺑﺎﻧﻲ‬

‫اﺳﺖ ﻛﻪ ﺑﻪ زﺑﺎنآﻣﻮز ﻓﺮﺻﺖ داده ﻣﻲﺷﻮد ﺗﺎ ﻣﻮﺿﻮﻋﻲ را ﺗﺠﺮﺑﻪ ﻛﻨﺪ ﻛﻪ ﺗﺼﻮﻳﺮﺳﺎزي ﻳﺎ‬
‫ﺗﻮﺻﻴﻒ ﺑﺎ روشﻫﺎي ﻣﺮﺳﻮم ﻏﻴﺮﻣﻤﻜﻦ اﺳﺖ‪ .‬از اﻳﻦ رو‪ ،‬در ﻣﻄﺎﻟﻌﺎت ﻣﺘﻌﺪدي ﻧﻘﺶ ﺳﻴﺴﺘﻢ‪-‬‬
‫ﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي ﺷﺮح داده ﺷﺪه اﺳﺖ ﻛﻪ ﻣﻲﺗﻮاﻧﺪ ﻣﻔﻴﺪ ﺑﺎﺷﺪ و ﻣﺴﻴﺮ ﭘﻴﺸﻴﻦ ﺗﺤﻘﻴﻖ در‬
‫اﻳﻦ زﻣﻴﻨﻪ را ﻧﺸﺎن دﻫﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻣﻄﺎﻟﻌﻪاي ﻛﻪ ﻛﺮوﮔﺮ‪ 4‬و ﻫﻤﻜﺎران )‪ (2010‬اﻧﺠﺎم دادﻧﺪ‪،‬‬
‫ﻧﺘﺎﻳﺞ ﺑﻪدﺳﺖ آﻣﺪه ﻧﺸﺎن داد ﺑﺮﻧﺎﻣﻪﻫﺎي ﺳﻤﻌﻲ و ﺑﺼﺮي ﺑﺎ اﺳﺘﻔﺎده از ﻓﻨﺎوري واﻗﻌﻴﺖ‬
‫ﻣﺠﺎزي در ﺗﺪرﻳﺲ زﺑﺎن دوم ﻣﺆﺛﺮ ﻫﺴﺘﻨﺪ و ﻣﻲﺗﻮاﻧﻨﺪ اﺑﺰار ﺧﻮﺑﻲ ﺑﺮاي آﻣﻮزش و ﺑﻬﺒﻮد‬
‫ﺳﻴﺴﺘﻢ ﻋﻤﻠﻜﺮد زﺑﺎن در زﺑﺎنآﻣﻮزان ﻣﺨﺘﻠﻒ ﺑﺎﺷﻨﺪ‪.‬‬
‫در اﻳﻦ راﺳﺘﺎ‪ ،‬ﺗﺤﻘﻴﻘﺎت ﺑﻴﺸﺘﺮ در زﻣﻴﻨﺔ ﻛﺎرﺑﺮد ﻓﻨﺎوري ﺑﻪوﻳﮋه ﻓﻨﺎوريﻫﺎي واﻗﻌﻴﺖ‬
‫ﻣﺠﺎزي در آﻣﻮزش و ﻳﺎدﮔﻴﺮي زﺑﺎن اﻫﻤﻴﺖ زﻳﺎدي دارد ﺗﺎ درك ﻛﻨﻴﻢ ﻛﻪ آﻳﺎ واﻗﻌﻴﺖ ﻣﺠﺎزي‬
‫ﻣﻲﺗﻮاﻧﺪ آﻣﻮزش را ﺗﺴﻬﻴﻞ ﻛﻨﺪ ﻳﺎ اﻳﻨﻜﻪ ﺑﺮ ﺗﻠﻔﻆ ﺻﺤﻴﺢ زﺑﺎنآﻣﻮزان ﺗﺄﺛﻴﺮ ﻣﻲﮔﺬارد؟ و آﻳﺎ‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫اﺻﻼح ﺗﻠﻔﻆ ﻛﻠﻤﺎت و ﺟﻤﻼت در ارﺗﺒﺎﻃﺎت ﻛﻼﻣﻲ در ﻏﻴﺮ ﺑﻮﻣﻲ و ﻫﻤﭽﻨﻴﻦ زﻣﻴﻨﻪﻫﺎي ﺑﻮﻣﻲ را‬
‫ﻗﺪرﺗﻤﻨﺪﺗﺮ ﻣﻲﮔﺮداﻧﺪ؟ ﺑﺮاي ﺑﺮرﺳﻲ اﻳﻦ ﻣﺴﺌﻠﻪ و ﺗﺤﻘﻴﻖ در اﻳﻦ زﻣﻴﻨﻪ‪ ،‬ﻣﻄﺎﻟﻌﺔ ﺣﺎﺿﺮ ﺑﺮ روي‬
‫ﺳﺆال ﺗﺤﻘﻴﻘﺎﺗﻲ زﻳﺮ ﺗﻤﺮﻛﺰ دارد‪:‬‬
‫ﺳﺆال‪ :‬آﻳﺎ ﻳﺎدﮔﻴﺮي زﺑﺎن از ﻃﺮﻳﻖ ﻓﻨﺎوري واﻗﻌﻴﺖ ﻣﺠﺎزي داراي ﺗﺄﺛﻴﺮات ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺑﺮ‬
‫ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان ﻧﻮﺟﻮان )از ﻗﺒﻞ از آزﻣﻮن ﺗﺎ ﭘﺲآزﻣﻮن( اﺳﺖ؟‬
‫ﻓﺮﺿﻴﻪ‪ :‬ﻳﺎدﮔﻴﺮي زﺑﺎن از ﻃﺮﻳﻖ ﻓﻨﺎوري واﻗﻌﻴﺖ ﻣﺠﺎزي ﺗﺄﺛﻴﺮ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺑﺮ ﺗﻠﻔﻆ‬
‫زﺑﺎنآﻣﻮزان ﻧﻮﺟﻮان )از ﻗﺒﻞ از آزﻣﻮن ﺗﺎ ﭘﺲآزﻣﻮن( ﻧﺪارد‪.‬‬

‫‪ .2‬ﻣﺮوري ﺑﺮ ﭘﮋوﻫﺶﻫﺎي ﮔﺬﺷﺘﻪ‬

‫‪2‬ـ‪ .1.‬آﻣﻮزش زﺑﺎن ﺑﻪوﻳﮋه ﺗﻠﻔﻆ ﺑﺎ اﺳﺘﻔﺎده از ﻓﻨﺎوريﻫﺎي ﻧﻮﻳﻦ‬
‫ﺗﻠﻔﻆ ﺑﻪﻣﻨﺰﻟﺔ ﺟﺰء ﺿﺮوري در ﺑﺮﻧﺎﻣﺔ درﺳﻲ زﺑﺎن دوم ﺗﻔﺴﻴﺮ ﻣﻲﺷﻮد؛ و ﺗﻌﻠﻴﻢ و ﺗﺮﺑﻴﺖ ﺗﻠﻔﻆ‬
‫ﺑﻪﻋﻨﻮان ﻫﺪف اوﻟﻴﻪ در ﺣﻮزة آﻣﻮزش زﺑﺎن دوم ﺷﻨﺎﺧﺘﻪ ﺷﺪه اﺳﺖ‪ .‬ﺑﺎ وﺟﻮد اﻳﻦ‪ ،‬ﺑﻪﻃﻮر ﻛﻠﻲ‬
‫ﻓﻘﺪان دﺳﺘﺮﺳﻲ ﺑﻪ ﻣﻌﻠﻤﺎن ﻣﺎدري و ﻳﺎ ﻓﻘﺪان روشﻫﺎي آﻣﻮزﺷﻲ ﻣﻨﺎﺳﺐ‪ ،‬اﻓﺰاﻳﺶ ﻋﻤﻠﻜﺮد را‬
‫دﺷﻮار ﻣﻲﺳﺎزد‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﺑﺴﻴﺎري از ﻣﻌﻠﻤﺎن زﺑﺎن ﻫﻨﻮز ﻗﺎدر ﺑﻪ اﺳﺘﻔﺎده از روش ﻣﻨﺎﺳﺐ‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫‪.‬‬
‫ﺑﺮاي ﺑﻬﺒﻮد ﺗﻠﻔﻆ ﻧﻴﺴﺘﻨﺪ )‪(Freeman et al., 2015‬‬

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‫‪Kröger‬‬

‫‪457‬‬
 ‫ﺗﺄﺛﻴﺮ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي‪...‬‬ ‫ﻣﻴﻨﻮ ﻋﺎﻟﻤﻲ و ﻫﻤﻜﺎر‬

‫از ﺳﻮي دﻳﮕﺮ‪ ،‬در دﻫﺔ ﮔﺬﺷﺘﻪ‪ ،‬ﭘﻴﺸﺮﻓﺖ ﺳﺮﻳﻊ ﻓﻨﺎوري در زﻣﻴﻨﻪﻫﺎي ﻣﺨﺘﻠﻒ ﻳﺎدﮔﻴﺮي‬
‫زﺑﺎن دﻳﺪه ﺷﺪه اﺳﺖ و آﻣﻮزش و ﺗﻠﻔﻆ ﺑﻪﻣﻨﺰﻟﺔ ﻳﻜﻲ از ﻓﻌﺎلﺗﺮﻳﻦ زﻣﻴﻨﻪﻫﺎ در ﺗﺤﻘﻴﻘﺎت زﺑﺎن‬
‫ﺑﻪﺷﻤﺎر ﻣﻲرود‪ .‬ﺑﺎ وﺟﻮد اﺛﺮﺑﺨﺸﻲ روﻳﻜﺮد ﻣﺘﺪاول‪ ،‬روشﻫﺎي ﻣﺒﺘﻨﻲ ﺑﺮ ﺗﻜﻨﻮﻟﻮژي ﺳﻌﻲ‬
‫ﻛﺮدهاﻧﺪ اﻳﻦ ﺑﺨﺶ از زﺑﺎن را ﻣﺎﻧﻨﺪ ﺳﺎﻳﺮ ﻣﻮﺿﻮﻋﺎت ﺑﻬﺒﻮد ﺑﺨﺸﻨﺪ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﺑﺮﻧﺎﻣﻪﻫﺎي‬
‫ﻛﺎﻣﭙﻴﻮﺗﺮي در ﺟﺎﻳﮕﺰﻳﻨﻲ آزﻣﺎﻳﺸﮕﺎهﻫﺎي زﺑﺎن ﻣﻮﻓﻖ ﺑﻮدهاﻧﺪ )‪ .(Yoshida, 2003‬اﺧﻴﺮاً‪،‬‬
‫دﻳﻜﺴﻮن و ﻓﺎﺳﺘﺮ‪ (2018) 5‬ﺗﺄﻛﻴﺪ ﻛﺮدﻧﺪ ﻛﻪ ﺑﺎ وﺟﻮد اﺛﺮﺑﺨﺸﻲ روشﻫﺎي ﺳﻨﺘﻲ ﻛﻪ ﺑﺮاي‬
‫آﻣﻮزش و اﺻﻼح ﺗﻠﻔﻆ ﺑﺮاي ﻣﻌﻠﻤﺎن و زﺑﺎنآﻣﻮزان اﺳﺘﻔﺎده ﻣﻲﺷﻮد‪ ،‬ﺗﻮﺳﻌﺔ ﺗﻜﻨﻮﻟﻮژي و‬
‫ﻛﺎرﺑﺮد روشﻫﺎي ﻣﺪرن ﭘﻴﺸﺮﻓﺖ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ در دﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺗﻠﻔﻆ ﻣﺆﺛﺮ داﺷﺘﻪ و ﻳﺎدﮔﻴﺮي‬
‫داﻧﺶآﻣﻮز در اداﻣﻪ ﺑﻪﻣﻨﺰﻟﺔ ﻳﻚ ﺑﺮﻧﺎﻣﺔ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺟﺪﻳﺪ ﺑﺎز ﺷﺪه اﺳﺖ‪.‬‬
‫در ﻣﻄﺎﻟﻌﺔ ﻛﺮاﺗﻨﺪن‪ (2014) 6‬ﺛﺎﺑﺖ ﺷﺪه اﺳﺖ ﻛﻪ اﺳﺘﻔﺎده از ﺑﺮﻧﺎﻣﻪﻫﺎي ﻧﺮماﻓﺰاري ﺑﺮاي‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫آﻣﻮزش و ﺑﻬﺒﻮد ﺗﻠﻔﻆ ﻋﻤﺪﺗﺎً ﺑﺮ اﺳﺘﻔﺎده از روشﻫﺎي ﺑﺎزﺧﻮرد در ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان ﺑﺎ ﻫﺪف‬
‫آوردن ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان ﺑﻪ ﻟﻬﺠﺔ ﺑﻮﻣﻲ ﺗﺄﺛﻴﺮ دارد‪ .‬درواﻗﻊ ﺛﺎﺑﺖ ﺷﺪه اﺳﺖ ﻛﻪ اﻳﻦ ﺗﻜﻨﻴﻚ ﻣﻲ‪-‬‬
‫ﺗﻮاﻧﺪ ﻟﻬﺠﻪﻫﺎي ﺧﺎرﺟﻲ را ﻛﺎﻫﺶ دﻫﺪ ﺑﺪون اﻳﻨﻜﻪ ﺑﻪﻃﻮر ﻗﺎﺑﻞﺗﻮﺟﻬﻲ وﻳﮋﮔﻲﻫﺎي ﻛﻴﻔﻴﺖ ﺻﺪاي‬
‫ﺧﺎرﺟﻲ را ﺗﻐﻴﻴﺮ دﻫﺪ‪ .‬ﻋﻼوه ﺑﺮ اﻳﻦ‪ ،‬ﺗﻼشﻫﺎي ﻣﺸﺎﺑﻬﻲ ﺑﺮاي آﻣﻮزش ﺗﻠﻔﻆ و آواﻳﻲ از ﻃﺮﻳﻖ‬
‫ﺑﺮﻧﺎﻣﻪﻫﺎي ﻛﺎﻣﭙﻴﻮﺗﺮي ﺑﻪ آﻣﻮزﮔﺎران و ﺣﺘﻲ ﻣﻌﻠﻤﺎن زﺑﺎن اﻧﺠﺎم ﺷﺪه اﺳﺖ ﻛﻪ ﻣﻴﺰان ﺧﻄﺎ را‬
‫ﻫﻨﮕﺎم ﻣﻄﺎﻟﻌﻪ و ارزﻳﺎﺑﻲ ﺻﺪا ﺑﻪ ﺣﺪاﻗﻞ ﻣﻲرﺳﺎﻧﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻣﻄﺎﻟﻌﺔ ﻟﻲ‪ 7‬و ﻫﻤﻜﺎران‬
‫)‪ (2015‬اﺑﺰار ﺗﺸﺨﻴﺺ ﮔﻔﺘﺎر )‪ (ACER‬ﺑﺮاي ﻣﺤﺎﺳﺒﺔ زﺑﺎنآﻣﻮزان ﺑﻪﺻﻮرت دﺳﺘﻲ و ﺑﺪون‬
‫دﺧﺎﻟﺖ اﺳﺘﻔﺎده ﺷﺪه و ﺑﺎزﺧﻮردﻫﺎي ﻣﺨﺘﻠﻒ ﺑﺮاي اﺻﻼح ﮔﻔﺘﺎر ورودي و ﻫﻤﭽﻨﻴﻦ اﺷﺘﺒﺎﻫﺎت‬
‫ﺻﺤﻴﺢ ﺗﻠﻔﻆ در زﺑﺎنآﻣﻮزان ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﺮﻓﺖ‪ .‬اﮔﺮ ﭼﻪ اﻳﻦ ﺑﺮﻧﺎﻣﻪﻫﺎ ﺗﻮﺳﻂ دﺳﺖ‬
‫اﻧﺴﺎن ﺳﺎﺧﺘﻪ ﺷﺪهاﻧﺪ‪ ،‬اﻣﺎ ﺑﺴﻴﺎر ﻗﺪرﺗﻤﻨﺪ ﻫﺴﺘﻨﺪ و ﻣﻲﺗﻮاﻧﻨﺪ اﻧﻮاع ﮔﻮﻳﺶﻫﺎ و ﻟﻬﺠﻪﻫﺎ را‬
‫ارزﻳﺎﺑﻲ ﻛﻨﻨﺪ و زﺑﺎنآﻣﻮزان و ﻣﻌﻠﻤﺎن را ﺑﺮاي اﺳﺘﻔﺎده از ﺑﺮﻧﺎﻣﻪﻫﺎي آﻣﻮزﺷﻲ ﺗﺸﻮﻳﻖ ﻛﻨﻨﺪ‬
‫)‪.(Yoshida, 2003‬‬
‫در ﻛﻨﺎر ﺗﻮﺳﻌﺔ ﻋﻠﻮم راﻳﺎﻧﻪ و ﺑﺮﻧﺎﻣﻪﻫﺎي ﻧﺮماﻓﺰاري در زﻣﻴﻨﺔ ﻣﻄﺎﻟﻌﺎت زﺑﺎن‪،‬‬
‫زﺑﺎنﺷﻨﺎﺳﺎن و ﻣﺤﻘﻘﺎن ﺗﻮﺟﻪ ﺧﻮد را ﺑﻪ ﻣﻄﺎﻟﻌﺔ ﺧﻮاص زﺑﺎﻧﻲ‪ ،‬در ﻣﻨﻄﻘﻪاي ﻛﺎﻣﻼً ﺟﺪاﮔﺎﻧﻪ ﺑﻪ‬
‫ﻧﺎم ﻳﺎدﮔﻴﺮي زﺑﺎن ﻛﻤﻚﻫﺎي ﻛﺎﻣﭙﻴﻮﺗﺮي )‪ (Nami et al,. 2016) (CALL‬ﺑﻪﻛﺎر ﮔﺮﻓﺘﻪاﻧﺪ‪.‬‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫ﺑﺮاي ﻣﺜﺎل‪ ،‬اﺳﺘﻔﺎده از اﺑﺰارﻫﺎي ﻛﺎﻣﭙﻴﻮﺗﺮي ﺑﺮاي ﺗﺸﺨﻴﺺ و اﺻﻼح ﺗﻠﻔﻆ در ﻛﺎر ﻣﻬﺮﭘﻮر‪ 8‬و‬
‫‪5‬‬
‫‪Dixon & Faster‬‬
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‫‪Cruttenden‬‬
‫‪7 Li‬‬
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‫‪Mehrpoor‬‬

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 ‫دورة ‪ ،11‬ﺷﻤﺎرة ‪) 6‬ﭘﻴﺎﭘﻲ ‪ ،(60‬ﺑﻬﻤﻦ و اﺳﻔﻨﺪ ‪1399‬‬ ‫ﺟﺴﺘﺎرﻫﺎي زﺑﺎﻧﻲ‬

‫ﻫﻤﻜﺎران )‪ (2016‬دﻳﺪه ﻣﻲﺷﻮد‪ .‬آنﻫﺎ در ﻣﻄﺎﻟﻌﺔ ﺧﻮد از ﺑﺮﻧﺎﻣﻪﻫﺎي آﻣﻮزﺷﻲ ﻧﺮماﻓﺰاري ﺑﺮاي‬
‫ﺳﻄﺢ ﭘﻴﺸﺮﻓﺘﺔ زﺑﺎنآﻣﻮزان زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺑﺮاي ﻛﻤﻚ ﺑﻪ ﻛﺎﻫﺶ ﮔﻔﺘﺎر ﻧﺎدرﺳﺖ ﺧﻮد ﺑﺮ روي‬
‫ﮔﻮﻳﺶﻫﺎي اﻧﮕﻠﻴﺴﻲ ﺑﺎ اﻳﺠﺎد ﻃﺮﺣﻲ ﻧﻴﻤﻪﺗﺠﺮﺑﻲ اﺳﺘﻔﺎده ﻛﺮدﻧﺪ‪ .‬ﻋﻼوه ﺑﺮ ﻛﺎﻣﭙﻴﻮﺗﺮﻫﺎ و ﻧﺮم‪-‬‬
‫اﻓﺰارﻫﺎﻳﻲ ﻛﻪ در ﺣﺎل ﺣﺎﺿﺮ در دﺳﺘﺮس ﻫﺴﺘﻨﺪ‪ ،‬ﺑﺮﻧﺎﻣﻪﻫﺎي ﻛﺎرﺑﺮدي ﺑﺮ روي اﺑﺰارﻫﺎي‬
‫ﻛﻮﭼﻚ ﻣﺎﻧﻨﺪ ﺗﻠﻔﻦﻫﺎي ﻫﻤﺮاه و ﺗﺒﻠﺖﻫﺎ وﺟﻮد دارد ﻛﻪ ﺑﺮﺧﻲ از آنﻫﺎ ﺳﻌﻲ در ﻛﻤﻚ ﺑﻪ‬
‫ﻳﺎدﮔﻴﺮي و ﺗﺪرﻳﺲ زﺑﺎن دوم دارد ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻄﺎﻟﻌﺔ ﻓﺮاﻧﻜﻮ‪ 9‬و ﻫﻤﻜﺎراﻧﺶ )‪ (2016‬در اﻳﻦ‬
‫ﻣﻄﺎﻟﻌﻪ ﻣﺸﺨﺺ ﺷﺪ ﻛﻪ ﺑﺴﻴﺎري از ﻣﺮدم ﻣﺎﻳﻞ ﻫﺴﺘﻨﺪ از اﻳﻦ ﺑﺮﻧﺎﻣﻪﻫﺎ ﺑﺮاي ﺑﻬﺒﻮد زﺑﺎن دوم‬
‫ﺧﻮد در اوﻗﺎت ﻓﺮاﻏﺘﺸﺎن اﺳﺘﻔﺎده ﻛﻨﻨﺪ‪ .‬از اﻳﻦ رو‪ ،‬ﻣﺤﻘﻘﺎن و زﺑﺎنﺷﻨﺎﺳﺎن و ﺣﺘﻲ ﻣﻌﻠﻤﺎن از‬
‫اﻳﻦ ﺑﺮﻧﺎﻣﻪﻫﺎي ﻛﺎرﺑﺮدي ﻣﺒﺘﻨﻲ ﺑﺮ ﺗﻠﻔﻦ ﻫﻤﺮاه اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ ﺗﺎ زﺑﺎن را در ﻣﺤﻴﻄﻲ در ﺣﺎل‬
‫رﺷﺪ ﺑﺎ ﻋﻨﻮان »‪ « MALL‬ﻳﺎ ﻳﺎدﮔﻴﺮي زﺑﺎن ﺑﺎ ﺗﻠﻔﻦ ﻫﻤﺮاه دﻧﺒﺎل ﻛﻨﻨﺪ و ﺗﻮاﻧﺴﺘﻪاﻧﺪ ﺗﻌﺪاد‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫زﻳﺎدي از ﻣﻄﺎﻟﻌﺎت اﻧﺠﺎمﺷﺪه در اﻳﻦ زﻣﻴﻨﻪ را ﭘﻮﺷﺶ دﻫﻨﺪ )‪ .(Alemi et al,. 2012‬ﭘﺲ از‬
‫ﭘﻴﺪاﻳﺶ ﻧﺮماﻓﺰارﻫﺎي ﻛﺎﻣﭙﻴﻮﺗﺮي و ﻫﻤﭽﻨﻴﻦ ﺑﺮﻧﺎﻣﻪﻫﺎي ﻛﺎرﺑﺮدي ﺗﻠﻔﻦ ﻫﻤﺮاه ﺑﺮاي آﻣﻮزش‬
‫زﺑﺎن و اﺳﺘﻔﺎده از آنﻫﺎ ﺑﺮاي ارزﻳﺎﺑﻲ ﻋﻤﻠﻜﺮدﻫﺎي ﻣﺨﺘﻠﻒ‪ ،‬ﻣﺤﻘﻘﺎن و زﺑﺎنﺷﻨﺎﺳﺎن ﻫﻤﭽﻨﻴﻦ‬
‫ﻣﻮﻓﻖ ﺑﻪ ﺗﺮﻛﻴﺐ رﺑﺎتﻫﺎي اﻧﺴﺎﻧﻲ در ﻗﻠﻤﺮو ﺗﺪرﻳﺲ‪ ،‬ﺑﻪوﻳﮋه آﻣﻮزش اﻧﮕﻠﻴﺴﻲ ﺑﻪﻋﻨﻮان زﺑﺎن‬
‫دوم در ﻣﺤﻴﻄﻲ ﺑﻪﻧﺎم ‪ RALL‬ﻳﺎ آﻣﻮزش زﺑﺎن ﺑﻪ ﻛﻤﻚ رﺑﺎت) ;‪Alemi et al,. 2014‬‬
‫‪ (Meghdari et al, 2013‬اﺳﺘﻔﺎده ﻛﺮدﻧﺪ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬روش ‪ RALL‬ﻧﺸﺎن داد ﻛﻪ اﺳﺘﻔﺎده از‬
‫رﺑﺎت ﺑﻪﻣﻨﺰﻟﺔ دﺳﺘﻴﺎر ﻣﻌﻠﻢ در ﻛﻼس درس ﻣﻲﺗﻮاﻧﺪ ﺑﺴﻴﺎر ﺳﺮﮔﺮمﻛﻨﻨﺪه ﺑﺎﺷﺪ و ﻳﺎدﮔﻴﺮي را‬
‫ﺑﻪﻃﻮر ﻣﺆﺛﺮ ﺑﻬﺒﻮد دﻫﺪ‪.‬‬

‫‪2‬ـ‪ .2‬آﻣﻮزش زﺑﺎن در دﻧﻴﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي‬

‫ﺗﺮﻛﻴﺐ ﻓﻨﺎوري در زﻣﻴﻨﺔ آﻣﻮزش زﺑﺎن ﺑﺎ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي‪ ،‬ﺑﻪوﻳﮋه ﺑﺎزيﻫﺎي‬
‫واﻗﻌﻴﺖ ﻣﺠﺎزي درﻣﻮرد ﻳﺎدﮔﻴﺮي و ﺗﺪرﻳﺲ زﺑﺎن دوم‪ ،‬ﺑﻴﺸﺘﺮ ﺷﺪه اﺳﺖ‪ .‬واﻗﻌﻴﺖ ﻣﺠﺎزي از‬
‫ﻃﻴﻒ ﮔﺴﺘﺮدهاي از ﻓﻨﺎوريﻫﺎ‪ ،‬راﺑﻂﻫﺎ و ﻋﻨﺎﺻﺮ زﻳﺒﺎﺷﻨﺎﺳﺎﻧﻪ اﺳﺘﻔﺎده ﻣﻲﻛﻨﺪ ﻛﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ‬
‫ﻣﺎﻫﻴﺖ ﭘﻮﻳﺎي ﺗﺼﺎوﻳﺮ در دﻧﻴﺎي ﻣﺠﺎزي‪ ،‬ﻋﻼﻗﻪ و اﻧﮕﻴﺰه ﺑﺮاي ﻣﻄﺎﻟﻌﻪ را ﺑﺎﻻ ﻣﻲﺑﺮد‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪،‬‬
‫زﺑﺎنﺷﻨﺎﺳﺎن ﺗﺼﻤﻴﻢ ﮔﺮﻓﺘﻨﺪ از اﻳﻦ ﺗﻜﻨﻮﻟﻮژي ﺑﺮاي آﻣﻮزش ﻛﻮدﻛﺎن و ﺑﺰرگﺳﺎﻻن اﺳﺘﻔﺎده‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫ﻛﻨﻨﺪ و اﺛﺮﻫﺎي آنﻫﺎ را ﺑﺮ ﻣﺘﻐﻴﺮﻫﺎي زﺑﺎنﺷﻨﺎﺧﺘﻲ )‪ (Fowler et al,. 2015‬ﮔﺰارش دﻫﻨﺪ‪.‬‬

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‫‪Franco‬‬

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 ‫ﺗﺄﺛﻴﺮ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي‪...‬‬ ‫ﻣﻴﻨﻮ ﻋﺎﻟﻤﻲ و ﻫﻤﻜﺎر‬

‫درواﻗﻊ‪ ،‬واﻗﻌﻴﺖ ﻣﺠﺎزي ﺑﻪ ﻛﺎرﺑﺮ اﺟﺎزه ﻣﻲدﻫﺪ ﺗﺎ ﺑﺎ ﻣﺪل ﺳﻪﺑﻌﺪي راﻳﺎﻧﻪاي ﻳﺎ ﻳﻚ ﻣﺤﻴﻂ‬
‫ﻣﺠﺎزي ارﺗﺒﺎط ﺑﺮﻗﺮار ﻛﻨﺪ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﭘﻴﺸﺮﻓﺖﻫﺎي ﻓﺰاﻳﻨﺪه در زﻣﻴﻨﺔ ﺑﺎزيﻫﺎي واﻗﻌﻴﺖ‬
‫ﻣﺠﺎزي‪ ،‬اﻳﻦ ﻣﻮﺿﻮع ﺑﻪﻋﻨﻮان روش ﻣﺆﺛﺮ آﻣﻮزﺷﻲ ﻣﻮرد ﺗﻮﺟﻪ ﺑﺴﻴﺎري از ﻣﺤﻘﻘﺎن ﻣﺎﻧﻨﺪ‬
‫ﭼﻴﻚ‪ (2014) 10‬ﺑﻮده اﺳﺖ‪ .‬وي اﺷﺎره ﻛﺮده اﺳﺖ ﻛﻪ اﻳﻦ ﺑﺎزيﻫﺎ ﻗﺎدرﻧﺪ ﺳﻄﺢ ﻳﺎدﮔﻴﺮي در‬
‫ﻣﺨﺎﻃﺒﺎن را ﺑﻪ ﻣﻨﻈﻮر آﻣﻮزش اﻧﮕﻠﻴﺴﻲ ﺑﻪﻋﻨﻮان زﺑﺎن دوم اﻓﺰاﻳﺶ دﻫﻨﺪ‪ .‬ﺑﻪﻃﻮر ﻣﺸﺎﺑﻪ‪،‬‬
‫ﭼﻦ‪11‬و ﻫﻤﻜﺎراﻧﺶ )‪ (2015‬ﭘﻴﺸﻨﻬﺎد ﻛﺮدﻧﺪ ﻛﻪ اﺳﺘﻔﺎده از ﺑﺎزيﻫﺎي ﻣﺒﺘﻨﻲ ﺑﺮ واﻗﻌﻴﺖ ﻣﺠﺎزي‪،‬‬
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‫و ﻫﻤﻜﺎران‬ ‫ﺗﻮاﻧﺎﻳﻲ زﺑﺎنآﻣﻮزان ﺑﺮاي ﻳﺎدﮔﻴﺮي زﺑﺎن دوم را اﻓﺰاﻳﺶ ﻣﻲدﻫﺪ‪ .‬اﺧﻴﺮاً ژﻧﮓ‬
‫)‪ (2018‬اﺷﺎره ﻛﺮدهاﻧﺪ ﻛﻪ ﻓﻨﺎوري واﻗﻌﻴﺖ ﻣﺠﺎزي در ﺑﺎزيﻫﺎي ﺷﺒﻴﻪﺳﺎزيﺷﺪه ﻣﻲﺗﻮاﻧﺪ در‬
‫آﻣﻮزش زﺑﺎنﻫﺎ‪ ،‬ﺑﻪوﻳﮋه در ﻣﺤﻴﻂﻫﺎي ﻏﻴﺮ ﻣﺤﻠﻲ‪ ،‬ﻣﺆﺛﺮ ﺑﺎﺷﺪ‪.‬‬
‫در ﻣﻄﺎﻟﻌﺎت ﻣﺘﻌﺪدي‪ ،‬ﻧﻘﺶ ﺳﻴﺴﺘﻢﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي ﺷﺮح داده ﺷﺪه اﺳﺖ ﻛﻪ ﻣﻲﺗﻮاﻧﻨﺪ‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫ﻣﻔﻴﺪ ﺑﺎﺷﻨﺪ و ﻣﺴﻴﺮ ﭘﻴﺸﻴﻦ ﺗﺤﻘﻴﻖ در اﻳﻦ زﻣﻴﻨﻪ را ﻧﺸﺎن دﻫﻨﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻣﻄﺎﻟﻌﻪاي ﻛﻪ‬
‫ﺗﻮﺳﻂ ﻛﺮوﮔﺮ و ﻫﻤﻜﺎران )‪ (2010‬اﻧﺠﺎم ﺷﺪ‪ ،‬ﺳﻴﺴﺘﻢ ﻓﻴﺰﻳﻜﻲ زﺑﺎنآﻣﻮزان از ﻃﺮﻳﻖ ﺑﺮﻧﺎﻣﻪﻫﺎي‬
‫ﻛﺎﻣﭙﻴﻮﺗﺮي ﻣﺒﺘﻨﻲ ﺑﺮ واﻗﻌﻴﺖ ﻣﺠﺎزي ﺑﺮاي ﺑﺮرﺳﻲ اﺛﺮﺑﺨﺸﻲ آن در ﺳﻄﺢ زﺑﺎن اﺳﺘﻔﺎده ﺷﺪ‪.‬‬
‫ﺑﺮ اﺳﺎس اﻳﻦ ﻧﺘﺎﻳﺞ‪ ،‬ﺑﺮﻧﺎﻣﻪﻫﺎي ﺳﻤﻌﻲ و ﺑﺼﺮي ﺑﺎ اﺳﺘﻔﺎده از ﺗﻜﻨﻮﻟﻮژي واﻗﻌﻴﺖ ﻣﺠﺎزي در‬
‫ﺗﺪرﻳﺲ زﺑﺎن دوم ﻣﺆﺛﺮ ﻫﺴﺘﻨﺪ و ﻣﻲﺗﻮاﻧﻨﺪ اﺑﺰار ﺧﻮﺑﻲ ﺑﺮاي آﻣﻮزش ﺗﻠﻔﻆ و ﺑﻬﺒﻮد ﺳﻴﺴﺘﻢ‬
‫زﺑﺎن ﻋﻤﻠﻜﺮدي در زﺑﺎنآﻣﻮزان ﻣﺨﺘﻠﻒ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﻋﻼوه ﺑﺮ اﻳﻦ‪ ،‬ﺗﻜﻨﻮﻟﻮژي واﻗﻌﻴﺖ ﻣﺠﺎزي ﻣﺤﺪود ﺑﻪ اﺳﺘﻔﺎده از ﺑﺮﻧﺎﻣﻪﻫﺎي ﻛﺎﻣﭙﻴﻮﺗﺮي ﻳﺎ‬
‫ﺷﺒﻴﻪﺳﺎزيﻫﺎي ﻣﻘﻴﺎس ﺑﺰرگ ﻧﻴﺴﺖ‪ .‬ﺑﺴﻴﺎري از ﺷﺮاﻳﻂ واﻗﻌﻴﺖ ﻣﺠﺎزي در اﺑﻌﺎد ﻛﻮﭼﻚﺗﺮ‪،‬‬
‫ﺑﻪوﻳﮋه در اﻧﺪازه و ﻋﻤﻠﻜﺮد ﺗﻠﻔﻦﻫﺎي ﻫﻤﺮاه‪ ،‬ﻛﺎرﺑﺮد داﺷﺘﻪاﻧﺪ ﻛﻪ از آن ﻧﺘﺎﻳﺞ ﺷﮕﻔﺖآوري‬
‫ﮔﺰارش ﺷﺪه اﺳﺖ‪ .‬ﻳﻜﻲ از اﻳﻦ ﻧﻤﻮﻧﻪﻫﺎ ﻣﻄﺎﻟﻌﺔ ﭼﻴﻮ‪ (2017) 13‬ﺑﻮد ﻛﻪ ﺗﺄﺛﻴﺮ واﻗﻌﻴﺖ ﻣﺠﺎزي را‬
‫در ﻗﺎﻟﺐ ﺗﻠﻔﻦﻫﺎي ﻫﻤﺮاه ﺑﺮ ﺗﺪرﻳﺲ زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺑﺮرﺳﻲ ﻛﺮد و ﺗﺄﺛﻴﺮات ﻣﺜﺒﺘﻲ را ﮔﺰارش داد‪.‬‬
‫از ﻃﺮﻳﻖ ﻳﺎدﮔﻴﺮي ﺑﺎزي‪ ،‬ﻧﻮﻳﺴﻨﺪه ﺗﻼش ﻛﺮد ﺗﺎ ﺗﺄﺛﻴﺮ ﺑﺎزيﻫﺎي ﻣﺒﺘﻨﻲ ﺑﺮ واﻗﻌﻴﺖ ﻣﺠﺎزي را ﺑﺮ‬
‫آﻣﻮزش زﺑﺎن ﻣﻌﺮﻓﻲ ﻛﻨﺪ‪ .‬ﻧﺘﺎﻳﺞ ﻧﺸﺎن داد ﻛﻪ ﺑﺎزيﻫﺎي ﻣﺒﺘﻨﻲ ﺑﺮ آﻣﻮزش ﺑﺎ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ‬
‫ﻣﺠﺎزي ﻣﻲﺗﻮاﻧﺪ ﺳﻄﺢ آﻣﻮزش را در زﺑﺎن دوم اﻓﺰاﻳﺶ دﻫﺪ‪ .‬ﺑﻪ ﻋﻼوه‪ ،‬واﻗﻌﻴﺖ ﻣﺠﺎزي در‬
‫ﻣﺤﻴﻄﻲ ﻛﺎﻣﻼً آﻣﻮزﺷﻲ در اﻳﺮان ﺗﺠﺰﻳﻪ و ﺗﺤﻠﻴﻞ ﺷﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬رﺣﻴﻤﻲ‪ 14‬و ﻫﻤﻜﺎران )‪(2014‬‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫ﺗﻼش ﻛﺮدﻧﺪ ﺗﺎ ﻧﻘﺶ واﻗﻌﻴﺖ ﻣﺠﺎزي را در ﺟﻨﺒﻪﻫﺎي زﺑﺎﻧﻲ ﻣﺎﻧﻨﺪ زﺑﺎن ﻓﻨﻲ و ﺷﺨﺼﻲ و‬
‫‪10‬‬
‫‪Chi k‬‬
‫‪11‬‬
‫‪Chen‬‬
‫‪12 Zheng‬‬
‫‪13‬‬
‫‪14‬‬ ‫‪Chiu‬‬
‫‪Rahimi‬‬

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 ‫دورة ‪ ،11‬ﺷﻤﺎرة ‪) 6‬ﭘﻴﺎﭘﻲ ‪ ،(60‬ﺑﻬﻤﻦ و اﺳﻔﻨﺪ ‪1399‬‬ ‫ﺟﺴﺘﺎرﻫﺎي زﺑﺎﻧﻲ‬

‫ﻫﻤﭽﻨﻴﻦ زﺑﺎن آﻣﻮزش ﺑﺒﻴﻨﻨﺪ‪ .‬ﻳﺎﻓﺘﻪﻫﺎ ﺷﻮاﻫﺪي اراﺋﻪ دادﻧﺪ ﻛﻪ اﺳﺘﻔﺎده از ﻓﻨﺎوري واﻗﻌﻴﺖ‬
‫ﻣﺠﺎزي در ﻣﺤﻴﻂﻫﺎي ﻏﻴﺮﺑﻮﻣﻲ ﻣﺜﻞ اﻳﺮان ﻧﻘﺶ ﻣﺜﺒﺘﻲ داﺷﺖ و ﺑﺴﻴﺎري از زﺑﺎنآﻣﻮزان ﻣﺎﻳﻞ‬
‫ﺑﻪ ﻣﻄﺎﻟﻌﻪ و ﻳﺎدﮔﻴﺮي از ﻃﺮﻳﻖ اﻳﻦ ﻓﻨﺎوري ﺑﻮدﻧﺪ‪.‬‬
‫ﻣﻄﺎﻟﻌﺎت ﻓﻮق ﻧﺸﺎن ﻣﻲدﻫﺪ ﻛﻪ ﺗﺤﻘﻴﻘﺎت ﻣﺘﻌﺪدي ﺑﺮاي ﺑﺮرﺳﻲ ﺟﻨﺒﻪﻫﺎي ﻣﺨﺘﻠﻒ آﻣﻮزش‬
‫زﺑﺎن در دﻧﻴﺎي ﻣﺠﺎزي اﻧﺠﺎم ﺷﺪه اﺳﺖ‪ .‬ﺑﺎ اﻳﻦ ﺣﺎل‪ ،‬ﺗﺎﻛﻨﻮن ﺗﻨﻬﺎ ﭼﻨﺪ ﮔﺰارش درﻣﻮرد ﻧﻘﺶ‬
‫ﺑﺮﻧﺎﻣﻪﻫﺎي ﻛﺎرﺑﺮدي آﻣﻮزﺷﻲ واﻗﻌﻴﺖ ﻣﺠﺎزي در ﺗﻠﻔﻆ زﺑﺎن دوم ﮔﺰارش ﺷﺪه و ﻧﻴﺎز ﺑﻪ اﻧﺠﺎم‬
‫ﻣﻄﺎﻟﻌﺎت ﺑﻴﺸﺘﺮ در اﻳﻦ زﻣﻴﻨﻪ را ﻧﺸﺎن ﻣﻲدﻫﺪ‪ .‬از اﻳﻦ رو‪ ،‬ﻫﺪف اﺻﻠﻲ ﻣﻄﺎﻟﻌﺔ ﺣﺎﺿﺮ اﻳﻦ اﺳﺖ‬
‫ﻛﻪ در زﻣﻴﻨﻪﻫﺎي اﺳﺘﻔﺎدهﻧﺸﺪه ﺗﻤﺮﻛﺰ ﻛﻨﻴﻢ ﺗﺎ ﭘﺘﺎﻧﺴﻴﻞ واﻗﻌﻴﺖ ﻣﺠﺎزي و ﻣﻨﺎﺳﺐ ﺑﻮدن آن را‬
‫ﺑﻪﻋﻨﻮان وﺳﻴﻠﻪاي ﺑﺮاي آﻣﻮزش ﺗﻠﻔﻆ زﺑﺎن دوم در زﻣﻴﻨﺔ ﻏﻴﺮ زﺑﺎن ﻣﺎدري ﻧﺸﺎن دﻫﻴﻢ‪.‬‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫‪ .3‬روشﺷﻨﺎﺳﻲ‬
‫‪3‬ـ‪ .1‬ﺷﺮﻛﺖ ﻛﻨﻨﺪﮔﺎن‬
‫ﺑﺮاي ﺑﺮرﺳﻲ اﺛﺮ ﺑﺎزيﻫﺎي ﺷﺒﻴﻪﺳﺎزيﺷﺪه از ﻃﺮﻳﻖ ﺳﻴﺴﺘﻢﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي ﺑﺮ ﺗﻠﻔﻆ‬
‫زﺑﺎنآﻣﻮزان ﻧﻮﺟﻮان زﺑﺎن دوم‪ ،‬ﻳﻚ ﮔﺮوه ﻫﺠﺪهﻧﻔﺮه از ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن در اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﺑﻪ‬
‫آزﻣﺎﻳﺸﮕﺎه رﺑﺎﺗﻴﻚ اﺟﺘﻤﺎﻋﻲ داﻧﺸﮕﺎه ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ دﻋﻮت ﺷﺪﻧﺪ‪ .‬اﻳﻦ ﮔﺮوه ﺷﺎﻣﻞ ﺗﻌﺪاد ﺑﺮاﺑﺮ‬
‫داﻧﺸﺠﻮﻳﺎن دﺧﺘﺮ و ﭘﺴﺮ و ﺳﻦ آنﻫﺎ ﺑﻴﻦ ‪ 6‬ﺗﺎ ‪ 12‬ﺳﺎل ﺑﻮد‪ .‬اﻳﻦ ﺗﺼﻤﻴﻢ ﺑﺪان دﻟﻴﻞ ﺑﻮد ﻛﻪ اﻳﻦ‬
‫ﻣﺤﺪودة ﺧﺎص‪ ،‬ﺳﻦ ﺑﺤﺮاﻧﻲ ﺑﺮاي زﺑﺎنآﻣﻮزان زﺑﺎن دوم درﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪه اﺳﺖ ﺗﺎ ﺗﻠﻔﻆ‬
‫‪15‬‬
‫ﺻﺤﻴﺢ را ﺑﻪﻋﻨﻮان ﻳﻚ ﻣﻬﺎرت ﻣﻬﻢ ﺑﻪدﺳﺖ آوردﻧﺪ‪ ،‬زﻳﺮا ﻃﺒﻖ ﺗﺤﻘﻴﻘﻲ ﻋﻠﻲﺑﺨﺸﻲ و ﻛﺎﻇﻤﻲ‬
‫)‪ (2011‬اﻳﻨﮕﻮﻧﻪ ﺑﻴﺎن ﺷﺪ ﻛﻪ ﻋﺪهاي از زﺑﺎنﺷﻨﺎﺳﺎن ﻛﺎرﺑﺮدي و روانﺷﻨﺎﺳﺎن ﻣﻌﺘﻘﺪﻧﺪ ﻛﻪ ﭘﺲ‬
‫از ﺳﻦ ﺑﻠﻮغ )ﻃﺒﻖ اﺗﻔﺎق آرا در ﺳﻦ ﺳﻴﺰدهﺳﺎﻟﮕﻲ رخ ﻣﻲدﻫﺪ(‪ ،‬ﻳﺎدﮔﻴﺮي زﺑﺎن دوم ﺗﻮﺳﻂ‬
‫زﺑﺎنآﻣﻮزان ﻫﻤﺎﻧﻨﺪ ﻳﺎدﮔﻴﺮي زﺑﺎن اول ﻧﻴﺴﺖ‪.‬‬
‫ﻫﻤﭽﻨﻴﻦ ﮔﻔﺘﻨﻲ اﺳﺖ ﻛﻪ ﺗﻤﺎم زﺑﺎنآﻣﻮزان از ﻃﺮﻳﻖ ﻧﻤﻮﻧﻪﮔﻴﺮي ﺗﺼﺎدﻓﻲ اﻧﺘﺨﺎب ﺷﺪهاﻧﺪ‪.‬‬
‫ﺑﻪﻃﻮر واﺿﺢ ﻣﻲﺗﻮان اﻳﻨﮕﻮﻧﻪ ﺑﻴﺎن ﻛﺮد ﻛﻪ اﻳﻦ زﺑﺎنآﻣﻮزان از ﻃﺮﻳﻖ ﻳﻚ ﭘﻮﺳﺘﺮ ﺗﺒﻠﻴﻐﺎﺗﻲ ﺑﻪ‬
‫ﺷﺮﻛﺖ در دورهﻫﺎي زﺑﺎنآﻣﻮزي در داﻧﺸﮕﺎه ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ دﻋﻮت ﺷﺪﻧﺪ و در اﻳﻦ دوره‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫ﺷﺮﻛﺖ ﻛﺮدﻧﺪ‪ .‬ﺗﻤﺎﻣﻲ زﺑﺎنآﻣﻮزان ﺛﺒﺖﻧﺎمﺷﺪه ﺑﺎ اﻳﻦ ﺷﺮط در دوره ﺷﺮﻛﺖ ﻛﺮدﻧﺪ ﻛﻪ ﻫﻴﭻ‬

‫‪15‬‬
‫‪Aliba khsh i & Kazemi‬‬

‫‪461‬‬
 ‫ﺗﺄﺛﻴﺮ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي‪...‬‬ ‫ﻣﻴﻨﻮ ﻋﺎﻟﻤﻲ و ﻫﻤﻜﺎر‬

‫ﮔﻮﻧﻪ زﻣﻴﻨﺔ زﺑﺎﻧﻲ ﻧﺪاﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﻲ زﺑﺎنآﻣﻮزان در دورهﻫﺎي‬
‫آﻣﻮزش زﺑﺎن ﺑﺎ واﻗﻌﻴﺖ ﻣﺠﺎزي ﻗﺮار ﮔﺮﻓﺘﻨﺪ‪.‬‬

‫‪3‬ـ‪ .2‬اﺑﺰارﻫﺎي ﺗﺤﻘﻴﻖ‬

‫ﺑﻪ ﻣﻨﻈﻮر دﺳﺘﻴﺎﺑﻲ ﺑﻪ اﻫﺪاف اﻳﻦ ﻣﻄﺎﻟﻌﻪ‪ ،‬از اﺑﺰار زﻳﺮ اﺳﺘﻔﺎده ﺷﺪ‪:‬‬

‫‪16‬‬
‫‪3‬ـ‪2‬ـ‪ .1‬اﺑﺰار ﺳﻨﺠﺶ ﺗﻠﻔﻆ‬
‫ﺑﻪ ﻣﻨﻈﻮر آزﻣﺎﻳﺶ ﺗﺄﺛﻴﺮ ﺑﺎزيﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي‪ ،‬اﻃﻼﻋﺎت درﻳﺎﻓﺖﺷﺪه در ﺗﻠﻔﻆﻫﺎي‬
‫زﺑﺎنآﻣﻮزان از ﻛﻠﻤﺎت و ﺟﻤﻼت از ﻃﺮﻳﻖ ﻧﺮماﻓﺰار ‪ Speech ace‬در ﺣﺎﻟﺖ ﻣﺮورﮔﺮ ﺟﻤﻊ‪-‬‬
‫آوري ﺷﺪ‪ ،‬زﻳﺮا ‪ Speech ace‬ﺑﺮاي ارزﻳﺎﺑﻲ و اراﺋﺔ ﺑﺎزﺧﻮرد ﺻﻮﺗﻲ و آﻣﻮزش ﻃﺮاﺣﻲ ﺷﺪه‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫اﺳﺖ و ﺑﺮﺧﻲ از ﺑﺰرگﺗﺮﻳﻦ ﻧﺎﺷﺮان در ﺳﺮاﺳﺮ ﺟﻬﺎن‪ ،‬اراﺋﻪدﻫﻨﺪﮔﺎن آﻣﻮزش زﺑﺎن و‬

‫داﻧﺸﮕﺎهﻫﺎ از آن اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ‪.‬‬

‫ﺷﻜﻞ ‪ :1‬ﮔﺮوهﻫﺎي اﻳﻦ ﻣﺮورﮔﺮ در ﺗﻠﻔﻆ )دﺳﺘﻪﻫﺎي واﻛﻪاي(‬

‫)‪Figure 1: Pronounciation categories in this browser (Vowel Categories‬‬

‫اﮔﺮﭼﻪ‪ ،‬ﻣﻄﺎﻟﻌﺎت و ﺗﺠﺮﺑﻴﺎت ﭘﮋوﻫﺸﻲ زﻳﺎدي وﺟﻮد دارﻧﺪ ﻛﻪ ﻇﺮﻓﻴﺖ ﻓﻨﺎوريﻫﺎي آﻣﻮزﺷﻲ‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫در ﻳﺎدﮔﻴﺮي زﺑﺎن را اﻧﺪازهﮔﻴﺮي ﻣﻲﻛﻨﻨﺪ‪ ،‬اﻣﺎ ﻓﻘﻂ ﺗﻌﺪاد ﻛﻤﻲ از ﻣﻄﺎﻟﻌﺎت ﻛﺎرآﻳﻲ ﻓﻨﺎوريﻫﺎي‬
‫ﺗﺸﺨﻴﺺ ﺻﺪا ﻣﺎﻧﻨﺪ ﮔﻔﺘﺎر را ارزﻳﺎﺑﻲ ﻛﺮدهاﻧﺪ )‪ .(Poulsen et al,. 2007‬دﻟﻴﻞ اﻧﺘﺨﺎب ﻳﻚ‬
‫‪16‬‬
‫‪Speechace Measurment‬‬

‫‪462‬‬
 ‫دورة ‪ ،11‬ﺷﻤﺎرة ‪) 6‬ﭘﻴﺎﭘﻲ ‪ ،(60‬ﺑﻬﻤﻦ و اﺳﻔﻨﺪ ‪1399‬‬ ‫ﺟﺴﺘﺎرﻫﺎي زﺑﺎﻧﻲ‬

‫ﻗﻄﻌﻪ از ﻧﺮماﻓﺰار راﻳﺎﻧﻪاي ﺑﺮاي اﻧﺪازهﮔﻴﺮي ﺗﻠﻔﻆ‪ ،‬ﺑﻪﻋﻨﻮان ﻳﻚ ﻣﺆﻟﻔﺔ زﺑﺎن ﺑﺴﻴﺎر ﭘﻮﻳﺎ و‬
‫ﺗﻐﻴﻴﺮﭘﺬﻳﺮ‪ ،‬ﺑﻪ ﺣﺪاﻗﻞ رﺳﺎﻧﺪن ﻣﻴﺰان ﺧﻄﺎي اﻧﺪازهﮔﻴﺮي و ﻧﻴﺰ اراﺋﺔ دادهﻫﺎي ﻣﻌﺘﺒﺮ اﺳﺖ‬
‫)‪ .(Cook, 2016‬اﻳﻦ ﻣﺮورﮔﺮ ﻣﻲﺗﻮاﻧﺪ ﺗﻠﻔﻆ ﺻﺤﻴﺢ ﻛﻠﻤﺎت ﺳﺎده‪ ،‬ﭘﻴﭽﻴﺪه و ﺟﻤﻼﺗﻲ را ﻛﻪ ﺑﺮ‬
‫ﻗﺴﻤﺖﻫﺎي ﻣﺨﺘﻠﻒ ﺗﻠﻔﻆ ﻣﺘﻤﺮﻛﺰ اﺳﺖ‪ ،‬ارزﻳﺎﺑﻲ ﻛﻨﺪ‪ .‬ﭘﺲ از ﭘﺨﺶ اﺷﻜﺎل ﺻﺤﻴﺢ ﻫﺮ ﻛﻠﻤﻪ ﻳﺎ‬
‫ﺟﻤﻠﻪ‪ ،‬ﻳﺎدﮔﻴﺮﻧﺪه ﻣﻲﺗﻮاﻧﺪ ﺻﺪاي ﺧﻮد را ﺗﻜﺮار و ﺿﺒﻂ ﻛﻨﺪ‪ .‬ﺻﺪاي ﺑﺎرﮔﺬاريﺷﺪه از ﻃﺮﻳﻖ‬
‫ﻓﺮاﻳﻨﺪ راﻳﺎﻧﻪاي ﺑﺮرﺳﻲ ﻣﻲﺷﻮد و درﺻﺪ ﻧﺰدﻳﻚ ﺑﻮدن ﺑﻪ ﺗﻠﻔﻆ ﺑﻮﻣﻲ ﺑﺮاي ﻳﺎدﮔﻴﺮﻧﺪه ﻧﺸﺎن‬
‫داده ﻣﻲﺷﻮد‪ .‬ﻣﻄﺎﻟﻌﺎت ﻗﺒﻠﻲ ﻧﻴﺰ از اﻳﻦ ﻧﺮماﻓﺰار ﺑﻬﺮهﻣﻨﺪ ﺷﺪهاﻧﺪ‪.‬‬
‫ﭘﺲ از ﺛﺒﺖﻧﺎم اوﻟﻴﺔ ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن‪ ،‬ﭘﻴﺶآزﻣﻮن از ﺗﻠﻔﻆ آنﻫﺎ از ﻛﻠﻤﺎت ﺳﺎدة اﻧﺘﺨﺎبﺷﺪه‬
‫)در دو دﺳﺘﺔ واﻛﻪﻫﺎي ‪ / ɪ /‬و ‪ / i /‬و واﻛﺔ ‪ / ʊ /‬و ‪ (/ u /‬ﺟﻤﻊآوري ﺷﺪ‪ .‬دﻟﻴﻞ اﻧﺘﺨﺎب اﻳﻦ‬
‫دﺳﺘﻪ آن اﺳﺖ ﻛﻪ اﻳﻦ ﮔﺮوه از ﻃﺒﻘﻪﺑﻨﺪي داراي ﻟﻐﺖﻫﺎي ﺳﺎدهﺗﺮ و ﻣﻄﺎﺑﻖ ﺑﺎ ﺳﻨﺎرﻳﻮي‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫ﻧﻮﺷﺘﻪﺷﺪه ﺑﺮاي ﺑﺎزيﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي اﺳﺖ‪ .‬ﻋﻼوه ﺑﺮ اﻳﻦ ﻃﺒﻖ ﭘﮋوﻫﺶ اﻧﺠﺎمﺷﺪه ﺗﻮﺳﻂ‬
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‫)‪ (2017‬واﻛﻪﻫﺎ ﺑﻪﻋﻨﻮان ﺳﺎدهﺗﺮﻳﻦ ﺻﺪاﻫﺎي ﻣﻮﺟﻮد در زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺟﺰو اوﻟﻴﻦ‬ ‫اﻟﺰاﻳﺪ‬
‫دﺳﺘﻪﻫﺎﻳﻲ اﺳﺖ ﻛﻪ ﻫﺮ زﺑﺎنآﻣﻮز ﺑﻪ ﻳﺎدﮔﻴﺮي آن ﻣﻲﭘﺮدازد و ﻣﻲﺗﻮاﻧﺪ آن را ﺑﻪ ﻟﻬﺠﺔ ﺑﻮﻣﻲ‬
‫ﻧﺰدﻳﻚ ﻛﻨﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬ﻳﺎدﮔﻴﺮﻧﺪه ﻣﻲﺗﻮاﻧﺪ درﺻﺪي از ﺗﻠﻔﻆ ﺑﻮﻣﻲ ﻣﺎﻧﻨﺪ زﻳﺮ را ﭘﻴﺪا ﻛﻨﺪ‪:‬‬

‫ﺷﻜﻞ ‪ :2‬درﺻﺪ ﮔﻔﺘﺎر ﺑﻮﻣﻲ در ﺣﺎﻟﺖ ﻛﻢ‬

‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫‪Figure 2: Native-like percentage in low mode‬‬

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‫‪Al-Zay ed‬‬

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 ‫ﺗﺄﺛﻴﺮ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي‪...‬‬ ‫ﻣﻴﻨﻮ ﻋﺎﻟﻤﻲ و ﻫﻤﻜﺎر‬

‫ﺷﻜﻞ ‪ :3‬درﺻﺪ ﮔﻔﺘﺎر ﺑﻮﻣﻲ در ﺣﺎﻟﺖ ﺑﺎﻻ‬

‫‪Figure 3: Native-like percentage in high mode‬‬

‫ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬وﺿﻌﻴﺖ ﺗﻠﻔﻆ آنﻫﺎ از ﻃﺮﻳﻖ اﻳﻦ ﻧﺮماﻓﺰار ﭘﺲ از ﺑﻪﻛﺎرﮔﻴﺮي واﻗﻌﻴﺖ ﻣﺠﺎزي در‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫ﭘﺲآزﻣﻮن ﻧﻴﺰ ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﮔﺮﻓﺖ ﺗﺎ ﺷﺮاﻳﻂ ﻻزم ﺑﺮاي ﺑﺮرﺳﻲ اﺛﺮﻫﺎي ﺑﺎزيﻫﺎي‬
‫ﻣﺠﺎزي ﺑﺮ ﺗﻘﻮﻳﺖ ﺗﻠﻔﻆ ﻣﻨﺎﺳﺐ ﺗﻨﻈﻴﻢ ﺷﻮد‪ .‬ﻋﻼوه ﺑﺮ ﻫﻤﺔ ﻣﻮارد ذﻛﺮﺷﺪه‪ ،‬اﻳﻦ آزﻣﻮنﻫﺎ )ﺑﻪ‬
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‫ﭘﻴﻮﺳﺖ اﻟﻒ ﻣﺮاﺟﻌﻪ ﻛﻨﻴﺪ( اﻋﺘﺒﺎر ﺑﺎﻻﻳﻲ دارﻧﺪ‪ .‬اﻳﻦ اﻋﺘﺒﺎر در ﺑﺮرﺳﻲﻫﺎي اﻳﻴﻠﻮ و ﻣﻮﻧﮕﻴﺒﻠﻮ‬
‫)‪ (2019‬ﻧﺸﺎن داده ﺷﺪه اﺳﺖ‪ .‬درﺻﺪ ﺗﻠﻔﻆ ﺷﺒﻴﻪ ﺑﻪ ﺑﻮﻣﻲ ﺑﺮاي ﻫﻤﺔ ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن ﻧﺸﺎن‬
‫داده ﺷﺪ و ﻣﻴﺎﻧﮕﻴﻦ اﻣﺘﻴﺎز ﺑﺮاي اﻳﻦ ﻣﻮارد از ‪ 10‬ﻧﻤﺮه ﺑﻮد‪ .‬اﻳﻦ اﻣﺘﻴﺎز ﻣﺮﺑﻮط ﺑﻪ ﻗﺒﻞ و ﺑﻌﺪ‬
‫آزﻣﻮن اﺳﺖ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬زﺑﺎنآﻣﻮزان ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ درﺻﺪ دﻗﺖ ﺗﻼشﻫﺎي ﺧﻮد ﻣﺤﺎﺳﺒﻪ ﺷﺪﻧﺪ‬
‫)ﺑﻪ ﺿﻤﻴﻤﺔ ب ﺑﺮاي ﻣﻴﺎﻧﮕﻴﻦ ﺣﺪاﻛﺜﺮ ﻧﻤﺮه و ﻣﻴﺎﻧﮕﻴﻦ ﺣﺪاﻗﻞ اﻣﺘﻴﺎزﻫﺎ ﻣﺮاﺟﻌﻪ ﻛﻨﻴﺪ(‪ .‬ﻳﻚ اﻣﺘﻴﺎز‬
‫ﻛﺎﻣﻞ ﺑﺮاي ﻫﺮ ﻣﻮرد ﭘﺲ از ﻋﻤﻠﻜﺮد درﺻﺪ دﻗﺖ ﺗﺎ ‪ 100‬درﺻﺪ داده ﺷﺪ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﺑﺮاي ﻫﺮ‬
‫ﻣﻮرد‪ ،‬اﺟﺮاﻫﺎي ﻛﻢ )‪ 0‬ﺗﺎ ‪ 30‬درﺻﺪ( از ‪ 0.00‬ﺗﺎ ‪ 0.30‬ﻣﺤﺎﺳﺒﻪ ﺷﺪ‪ .‬اﺟﺮاي ﻣﺘﻮﺳﻂ )‪ 30‬ﺗﺎ‬
‫‪50‬درﺻﺪ( از ‪ 0.30‬ﺗﺎ ‪ ، 0.50‬ﻣﺘﻮﺳﻂ از ‪ 0.50‬ﺗﺎ ‪ 50) 0.70‬ﺗﺎ ‪70‬درﺻﺪ( و ﻋﻤﻠﻜﺮدﻫﺎي ﺑﺴﻴﺎر‬
‫ﻣﻮﻓﻖ از ‪ 0.70‬ﺑﻪ ﻳﻚ ﻧﻤﺮة ﻛﺎﻣﻞ )‪ 70‬ﺗﺎ ‪ 100‬درﺻﺪ( ﺗﻌﻠﻖ ﮔﺮﻓﺖ‪ .‬ﮔﻔﺘﻨﻲ اﺳﺖ ﻛﻪ ﻫﻤﺔ ﻣﻮارد‬
‫ﻓﻘﻂ ﻳﻚ ﺑﺎر ﻣﻲﺗﻮاﻧﺴﺘﻨﺪ ﺗﻜﺮار ﺷﻮﻧﺪ‪.‬‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

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‫‪Aiello & Mong ibello‬‬

‫‪464‬‬
 ‫دورة ‪ ،11‬ﺷﻤﺎرة ‪) 6‬ﭘﻴﺎﭘﻲ ‪ ،(60‬ﺑﻬﻤﻦ و اﺳﻔﻨﺪ ‪1399‬‬ ‫ﺟﺴﺘﺎرﻫﺎي زﺑﺎﻧﻲ‬

‫ﺷﻜﻞ ‪ :4‬روشﻫﺎي اﻣﺘﻴﺎزدﻫﻲ ﻣﺮورﮔﺮ ‪Speechace‬‬

‫‪Figure 4: Scoring procedures in Speechace browser‬‬

‫‪3‬ـ‪2‬ـ‪ .2‬ﺑﺎزي واﻗﻌﻴﺖ ﻣﺠﺎزي و اﺑﺰار آن‬

‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫ﻳﻚ ﺑﺎزي ﺷﺒﻴﻪﺳﺎزيﺷﺪه ﺑﺎ اﺳﺘﻔﺎده از ﻓﻨﺎوري واﻗﻌﻴﺖ ﻣﺠﺎزي‪ ،‬ﺗﻮﺳﻌﻪ داده ﺷﺪه اﺳﺖ و در‬
‫ﻃﻲ ﻛﻼس درس ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﻣﻲﮔﻴﺮد‪ .‬اﻳﻦ ﺑﺎزي در ‪ 10‬ﻗﺴﻤﺖ ﺑﺎ داﺳﺘﺎنﻫﺎﻳﻲ ﻣﻨﺎﺳﺐ‬
‫ﺑﺮاي زﺑﺎنآﻣﻮزان ﻧﻮﺟﻮان ﺑﺎ ﺳﻦ ﺑﻴﻦ ‪ 6‬ﺗﺎ ‪ 12‬ﺳﺎﻟﻪ‪ ،‬اﻳﺠﺎد و اﺟﺮا ﺷﺪه اﺳﺖ‪ .‬داﺳﺘﺎنﻫﺎي‬
‫اراﺋﻪﺷﺪه در اﻳﻦ ﺑﺨﺶ ﺑﻪ ﮔﻮﻧﻪاي ﻃﺮاﺣﻲ ﺷﺪهاﻧﺪ ﻛﻪ ﺑﺎ اﺑﺰارﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي ﺳﺎزﮔﺎر‬
‫ﺑﺎﺷﻨﺪ و ﺑﻪ ﻳﺎدﮔﻴﺮﻧﺪﮔﺎن درﻣﻮرد ﮔﺮدش در اﻃﺮاف ﻣﺤﻴﻂ ﻣﺠﺎزي ﻛﻤﻚ ﻛﻨﻨﺪ‪ .‬ﺑﺮاي دﺳﺘﻴﺎﺑﻲ ﺑﻪ‬
‫ﻳﻜﭙﺎرﭼﮕﻲ ﺑﻴﺸﺘﺮ‪ ،‬ﺳﻨﺎرﻳﻮﻫﺎ و داﺳﺘﺎنﻫﺎي ﺑﺎزيﻫﺎ ﺗﻮﺳﻂ ﻣﺤﻘﻖ ﻃﺮاﺣﻲ و ﻧﻮﺷﺘﻪ ﺷﺪه اﺳﺖ‪.‬‬
‫ﻃﺮاﺣﻲﻫﺎ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻌﻴﺎرﻫﺎي آﻣﻮزش زﺑﺎن از ﺗﻠﻔﻆ ﻛﻪ ﺷﺎﻣﻞ دﺳﺘﻪﻫﺎي ﺣﺮوف ﺻﺪادار ‪/ɪ /‬‬
‫و ‪ / i /‬و ﺻﺪاﻫﺎي ‪ / ʊ /‬و ‪ / u /‬در ﺟﻤﻼت ﺳﺎده و ﻣﻜﺎﻟﻤﺎت ﻛﻮﺗﺎه ﺑﺎ اﺳﺘﻔﺎده از راﻫﺒﺮد‬
‫ﺗﺪرﻳﺲ و ﺗﻜﻨﻮﻟﻮژي ‪) VR‬ﺑﺮاي ﻣﺸﺎﻫﺪة ﺻﺤﻨﻪﻫﺎي ﺑﺎزي ﺑﻪ ﺿﻤﻴﻤﺔ ب ﻣﺮاﺟﻌﻪ ﻛﻨﻴﺪ( ﺑﻮده‬
‫اﺳﺖ‪ .‬ﮔﻔﺘﻨﻲ اﺳﺖ ﻛﻪ ﺗﻴﻢ داﻧﺸﺠﻮﻳﻲ آزﻣﺎﻳﺸﮕﺎه رﺑﺎﺗﻴﻚ اﺟﺘﻤﺎﻋﻲ داﻧﺸﮕﺎه ﺻﻨﻌﺘﻲ ﺷﺮﻳﻒ‬
‫ﻣﺴﺌﻮل ﻃﺮاﺣﻲ ﮔﺮاﻓﻴﻚ اﻳﻦ ﺑﺎزيﻫﺎ ﺑﻮدهاﻧﺪ‪ .‬رﻓﺘﺎر و ﻋﻤﻠﻜﺮد ﻫﻤﺔ ﻳﺎدﮔﻴﺮﻧﺪﮔﺎن ﺑﺎ دورﺑﻴﻦﻫﺎي‬
‫واﻗﻌﻴﺖ ﻣﺠﺎزي ﺑﺮرﺳﻲ ﺷﺪ‪.‬‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫‪465‬‬
 ‫ﺗﺄﺛﻴﺮ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي‪...‬‬ ‫ﻣﻴﻨﻮ ﻋﺎﻟﻤﻲ و ﻫﻤﻜﺎر‬

‫ﺷﻜﻞ ‪ : 5‬ﺗﺼﻮﻳﺮ رﺑﺎت ﻧﺎﺋﻮ‬

‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫‪Figure 5: Nao Robot picture‬‬

‫‪3‬ـ‪2‬ـ‪ .3‬آﻣﻮزش ﻛﻼس درس )در ﺣﻀﻮر ﻣﻌﻠﻢ(‬

‫در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ‪ ،‬ﭘﮋوﻫﺸﮕﺮ دوم در ﻧﻘﺶ ﻣﻌﻠﻢ در ‪ 10‬ﺟﻠﺴﺔ ‪ 90‬دﻗﻴﻘﻪاي )دو ﺑﺎر در ﻫﻔﺘﻪ(‬
‫ﺑﻪ زﺑﺎنآﻣﻮزان در ﻣﺤﻴﻂ ﻛﻼس درس آﻣﻮزش داد و ﺑﻪ آنﻫﺎ ﻛﻤﻚ ﻛﺮد ﺗﺎ از ﻃﺮﻳﻖ ﻓﻌﺎﻟﻴﺖ‪-‬‬
‫ﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي و ﺑﺎزيﻫﺎ ﻳﺎد ﺑﮕﻴﺮﻧﺪ‪.‬‬

‫‪3‬ـ‪ . 3‬ﻃﺮح ﺗﺤﻘﻴﻘﺎﺗﻲ‬

‫در اﻳﻦ ﺗﺤﻘﻴﻖ‪ ،‬از ﻃﺮاﺣﻲ ‪ Wizard of OZ ) WOZ‬ﺗﻮﺳﻂ ‪ (Kelly, 1980‬اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ‪.‬‬
‫در اﻳﻨﺠﺎ ﻳﻚ ﻣﺤﻘﻖ )ﺟﺎدوﮔﺮ( در ﻣﺤﻴﻄﻲ آزﻣﺎﻳﺸﻲ رﻓﺘﺎرﻫﺎي ﻳﻚ ﻧﺮماﻓﺰار ﻛﺎﻣﭙﻴﻮﺗﺮي ﻧﻈﺮي‬
‫را ﺷﺒﻴﻪﺳﺎزي و ﻫﻤﺔ ارﺗﺒﺎﻃﺎت و رﻓﺘﺎرﻫﺎي ﺑﻴﻦ ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن و ﺳﻴﺴﺘﻢ را ﺑﺮرﺳﻲ ﻣﻲﻛﻨﺪ‪.‬‬
‫‪19‬‬
‫)‪ WOZ ،(2012‬ﺗﻮاﻧﺎﻳﻲ اراﺋﺔ ﻣﺸﺨﺼﺎت ﻛﺎﻣﻞ رﻓﺘﺎرﻫﺎي‬ ‫ﻃﺒﻖ ﮔﻔﺘﺔ ﺑﺮﻧﺴﻦ و ﻫﻤﻜﺎران‬
‫ﺳﻴﺴﺘﻢ را دارد‪ .‬اﻳﻦ ﻣﻄﺎﻟﻌﻪ‪ ،‬ﺑﺎ داﻧﺶ ﭘﻴﺸﻴﻦ ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن و ﺑﺎ ﻓﺮﻳﺒﻜﺎري ﭘﺎﻳﻴﻦ ﺑﺮاي ﺑﺮرﺳﻲ‬
‫اﻧﺘﻈﺎرات ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن و ﺗﺸﻮﻳﻖ رﻓﺘﺎرﻫﺎي ﻃﺒﻴﻌﻲ آﻧﺎن اﻧﺠﺎم ﻣﻲﺷﻮد‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﺗﻌﺎﻣﻞ‬
‫اﻧﺴﺎن و ﻛﺎﻣﭙﻴﻮﺗﺮ ﺑﻪﻣﻨﺰﻟﺔ ﻳﻚ ارﺗﺒﺎط ﺟﺪﻳﺪ و ﻧﻮآوراﻧﻪ‪ ،‬اﻳﻦ ﺑﺎور را اﻳﺠﺎد ﻣﻲﻛﻨﺪ ﻛﻪ ﻣﻲﺗﻮاﻧﺪ‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫ﺑﻪﺷﻜﻞ ﻣﺴﺘﻘﻞ ﻛﺎر ﻛﻨﺪ‪ ،‬اﻣﺎ درواﻗﻊ ﺑﺨﺸﻲ از آن ﺗﻮﺳﻂ ﻳﻚ اﭘﺮاﺗﻮر اﻧﺴﺎﻧﻲ ﻣﺪﻳﺮﻳﺖ ﻣﻲﺷﻮد‪.‬‬

‫‪19‬‬
‫‪Bernsen‬‬

‫‪466‬‬
 ‫دورة ‪ ،11‬ﺷﻤﺎرة ‪) 6‬ﭘﻴﺎﭘﻲ ‪ ،(60‬ﺑﻬﻤﻦ و اﺳﻔﻨﺪ ‪1399‬‬ ‫ﺟﺴﺘﺎرﻫﺎي زﺑﺎﻧﻲ‬

‫ﺑﺎ اﻳﻦ ﺣﺎل‪ ،‬ﮔﻔﺘﻨﻲ اﺳﺖ ﻛﻪ ﺗﻠﻔﻆ ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن ﻗﺒﻞ و ﺑﻌﺪ از آﻣﻮزش در ﻛﻼس درس ﻣﻮرد‬
‫ﺑﺮرﺳﻲ ﻗﺮار ﮔﺮﻓﺖ ﺗﺎ اﻣﻜﺎن ﻣﺤﺎﺳﺒﻪ و ارزﻳﺎﺑﻲ ﺳﻄﺢ ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان ﻗﺒﻞ و ﺑﻌﺪ از‬
‫ﺟﻠﺴﻪﻫﺎي آﻣﻮزﺷﻲ را ﻓﺮاﻫﻢ ﺳﺎزد‪.‬‬

‫‪3‬ـ‪ .4‬روش ﺟﻤﻊآوري دادهﻫﺎ‬

‫ﺑﺮاي اﻧﺠﺎم اﻳﻦ ﻣﻄﺎﻟﻌﻪ‪ ،‬ﻣﺮاﺣﻞ زﻳﺮ اﻧﺠﺎم ﺷﺪ‪:‬‬

‫‪3‬ـ‪4‬ـ‪.1‬ﭘﻴﺶآزﻣﻮن‬
‫در اﺑﺘﺪاي ﻣﻄﺎﻟﻌﻪ‪ ،‬ﺗﺴﻠﻂ اﺑﺘﺪاﻳﻲ ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن ﺑﺮ ﺗﻠﻔﻆ ﺗﻮﺳﻂ ﻣﺮورﮔﺮ ﺗﺸﺨﻴﺺ ﮔﻔﺘﺎر در دو‬
‫دﺳﺘﻪ از ﺻﺪاﻫﺎي واﻛﻪ ‪ / ɪ /‬و ‪ / i /‬و ‪ / ʊ /‬و ‪ / u /‬در ﻛﻠﻤﺎت ﺳﺎده ﺑﺮرﺳﻲ ﺷﺪ‪ .‬در ﻣﺮﺣﻠﺔ‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫ﺑﻌﺪ‪ ،‬ﭘﺲ از ﺟﻤﻊآوري اﻳﻦ اﻃﻼﻋﺎت‪ ،‬ﻣﻴﺰان ﺑﻮﻣﻲﺷﺪﮔﻲ ﺗﻠﻔﻆ ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن ﺗﻮﺳﻂ درﺻﺪ‬
‫ﺗﻠﻔﻆ زﺑﺎن ﺑﻮﻣﻲ در ﻧﺮماﻓﺰار ﺗﻌﻴﻴﻦ ﺷﺪ‪.‬‬

‫‪3‬ـ‪4‬ـ‪ .2‬ﻛﻼس آﻣﻮزش زﺑﺎن ﻣﺒﺘﻨﻲ ﺑﺮ واﻗﻌﻴﺖ ﻣﺠﺎزي‬

‫در ﻣﺮﺣﻠﺔ آﻣﻮزش‪ ،‬ﻃﻲ ‪ 10‬ﺟﻠﺴﺔ ﻧﻮد دﻗﻴﻘﻪاي‪ ،‬زﺑﺎنآﻣﻮزان ﺑﺎ اﺳﺘﻔﺎده از ﻳﻚ ﺑﺎزي ﻛﻪ ﺑﺮاي‬
‫ﻫﺪف آﻣﻮزش ﻃﺮاﺣﻲ ﺷﺪه ﺑﻮد‪ ،‬آﻣﻮزش داده ﺷﺪﻧﺪ‪ .‬در اﺑﺘﺪاي ﻫﺮ ﺟﻠﺴﻪ‪ ،‬ﻣﻮﺿﻮﻋﺎت ﺟﺪﻳﺪ‬
‫ﺗﻮﺳﻂ ﻣﻌﻠﻢ ﺗﺪرﻳﺲ ﺷﺪ‪ .‬ﺳﭙﺲ زﺑﺎنآﻣﻮزان‪ ،‬از ﻃﺮﻳﻖ ﻋﻴﻨﻚ واﻗﻌﻴﺖ ﻣﺠﺎزي‪ ،‬ﺑﺎزيﻫﺎي واﻗﻌﻴﺖ‬
‫ﻣﺠﺎزي را ﺑﺎزي ﻛﺮدﻧﺪ‪ .‬ﻃﻲ ‪ 10‬ﺟﻠﺴﻪ‪ ،‬زﺑﺎنآﻣﻮزان در زﻣﻴﻨﻪﻫﺎي ﻣﺘﻨﻮﻋﻲ از ﻣﻮﺿﻮﻋﺎت ﻣﺎﻧﻨﺪ‬
‫ﺳﺮﮔﺮﻣﻲ‪ ،‬رﻧﮓ‪ ،‬ﻣﻴﻮه‪ ،‬ﺷﻐﻞ‪ ،‬ورزش‪ ،‬ﻗﻄﻌﺎت ﺑﺪن‪ ،‬اﺳﺒﺎبﺑﺎزيﻫﺎ‪ ،‬ﺣﻴﻮاﻧﺎت‪ ،‬ﻏﺬاﻫﺎ و ﺟﺸﻦﻫﺎي‬
‫ﺗﻮﻟﺪ‪ ،‬ﻛﻪ ﺑﺮ ﺟﻨﺒﻪﻫﺎي ﺗﻠﻔﻆ زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺗﻤﺮﻛﺰ داﺷﺖ آﻣﻮزش دﻳﺪﻧﺪ و ﻫﺮ ﺳﻨﺎرﻳﻮ ﺑﻪﻃﻮر‬
‫ﺧﺎص در ﻣﺤﻴﻄﻲ ﻛﺎﻣﻼً ﺳﻪ ﺑﻌﺪي ﻃﺮاﺣﻲ و اﻳﺠﺎد ﺷﺪ )ﻧﮕﺎه ﻛﻨﻴﺪ ﺑﻪ ﺷﻜﻞ ‪ 6‬ﺗﺎ ‪ .(8‬ﺗﺼﺎوﻳﺮي از‬
‫ﻳﻚ ﻛﻼس واﻗﻌﻴﺖ ﻣﺠﺎزي ﻧﻴﺰ در ﺷﻜﻞ ‪ 8‬ﻧﺸﺎن داده ﺷﺪه اﺳﺖ‪.‬‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫‪467‬‬
 ...‫ﺗﺄﺛﻴﺮ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي‬ ‫ﻣﻴﻨﻮ ﻋﺎﻟﻤﻲ و ﻫﻤﻜﺎر‬

‫ داﻧﺶآﻣﻮز ﺑﺎ ﻋﻴﻨﻚ واﻗﻌﻴﺖ ﻣﺠﺎزي در ﻛﻼس‬:6 ‫ﺷﻜﻞ‬

Figure 6: A student with virtual reality glasses in classroom
[ Downloaded from lrr.modares.ac.ir on 2023-09-12 ]

‫ ﻣﺤﻴﻂ ﻣﺠﺎزي ﺑﺮاي ﺳﻨﺎرﻳﻮي رﻧﮓ‬:7 ‫ﺷﻜﻞ‬

Figure 7: Virtual environment for color scenario
[ DOR: 20.1001.1.23223081.1399.11.6.16.5 ]

468
 ‫دورة ‪ ،11‬ﺷﻤﺎرة ‪) 6‬ﭘﻴﺎﭘﻲ ‪ ،(60‬ﺑﻬﻤﻦ و اﺳﻔﻨﺪ ‪1399‬‬ ‫ﺟﺴﺘﺎرﻫﺎي زﺑﺎﻧﻲ‬

‫ﺷﻜﻞ ‪ :8‬ﻛﻼس واﻗﻌﻴﺖ ﻣﺠﺎزي‬

‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫‪Figure 8: Virtual reality classroom‬‬

‫‪3‬ـ‪4‬ـ‪ .3‬آزﻣﻮن ﻧﻬﺎﻳﻲ‬

‫ﭘﺲ از اﺗﻤﺎم ﺟﻠﺴﻪﻫﺎ‪ ،‬ﻳﺎدﮔﻴﺮﻧﺪﮔﺎن دوﺑﺎره ﺑﺎ اﺳﺘﻔﺎده از ﻫﻤﺎن ﻧﺮماﻓﺰار ‪ Speech ace‬ﺑﺮاي‬
‫ﺟﻤﻊآوري دادهﻫﺎي ﭘﺲ از آزﻣﻮن آزﻣﺎﻳﺶ ﺷﺪﻧﺪ‪.‬‬

‫‪ .4‬ﻧﺘﻴﺠﻪ و ﺑﺤﺚ‬
‫ﺑﺮاي ﺑﺮرﺳﻲ اﻳﻨﻜﻪ آﻳﺎ ﺗﻜﻨﻮﻟﻮژي واﻗﻌﻴﺖ ﻣﺠﺎري ﺗﺄﺛﻴﺮ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺑﺮ زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺗﻠﻔﻆ‬
‫زﺑﺎنآﻣﻮزان ‪ EFL‬از ﭘﻴﺶآزﻣﻮن ﺗﺎ ﭘﺲآزﻣﻮن داﺷﺘﻪ اﺳﺖ‪ 10 ،‬ﺟﻠﺴﺔ آﻣﻮزش ﺑﺎ واﻗﻌﻴﺖ‬
‫ﻣﺠﺎزي اﻧﺠﺎم ﺷﺪ‪ .‬در ﭘﺎﻳﺎن‪ ،‬آﻣﺎر ﺗﻮﺻﻴﻔﻲ اﺟﺮا ﺷﺪ و ﻫﻤﺎﻧﻄﻮر ﻛﻪ در ﺟﺪول ‪ 1‬ﻧﺸﺎن داده‬
‫ﺷﺪه اﺳﺖ‪ ،‬داﻧﺸﺠﻮﻳﺎن ﭘﺲآزﻣﻮن )‪ (SD = 1.08 ،M= 6.01‬ﻧﺴﺒﺖ ﺑﻪ ﻋﻤﻠﻜﺮدﺷﺎن در ﭘﻴﺶ‪-‬‬
‫آزﻣﻮن ﺑﻬﺘﺮ ﺑﻮدﻧﺪ )‪.(SD = .81 ،M = 3.64‬‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫‪469‬‬
 ‫ﺗﺄﺛﻴﺮ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي‪...‬‬ ‫ﻣﻴﻨﻮ ﻋﺎﻟﻤﻲ و ﻫﻤﻜﺎر‬

‫ﺟﺪول ‪ :1‬آﻣﺎر ﺗﻮﺻﻴﻔﻲ در ﻃﻮل دو ﺑﺎز آزﻣﺎﻳﺶ )ﺗﻌﺪاد = ﻫﺠﺪه ﻧﻔﺮ(‬

‫)‪Table 1: Descriptive statistics between two times of testing (N=18‬‬

‫ﻣﻴﺎﻧﮕﻴﻦ ﺧﻄﺎي‬
‫ﻣﻴﺎﻧﮕﻴﻦ‬ ‫ﺗﻌﺪاد‬ ‫ﺗﻮزﻳﻊ ﻓﺮاواﻧﻲ‬
‫اﺳﺘﺎﻧﺪارد‬

‫ﮔﺮوه واﻗﻌﻴﺖ‬ ‫ﭘﻴﺶآزﻣﻮن‬ ‫‪3.64‬‬ ‫‪18.00‬‬ ‫‪0.81‬‬ ‫‪0.19‬‬

‫ﻣﺠﺎزي‬ ‫آزﻣﻮن ﻧﻬﺎﻳﻲ‬ ‫‪6.01‬‬ ‫‪18.00‬‬ ‫‪1.08‬‬ ‫‪0.25‬‬

‫ﻋﻼوه ﺑﺮ اﻳﻦ‪ ،‬ﻧﻤﻮﻧﻪﻫﺎي زوﺟﻲ )ﺟﺪول ‪ (2‬ﺑﺮاي ﻣﻘﺎﻳﺴﺔ ﻧﻤﺮات ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان ﻧﻮﺟﻮان‬
‫‪ EFL‬ﻗﺒﻞ و ﺑﻌﺪ از ﺟﻠﺴﻪﻫﺎي آﻣﻮزﺷﻲ واﻗﻌﻴﺖ ﻣﺠﺎزي اﺟﺮا و ﻧﺸﺎن داده ﺷﺪ ﻛﻪ اﺧﺘﻼف‬
‫آﻣﺎري ﻣﻌﻨﺎداري ﺑﻴﻦ ﻋﻤﻠﻜﺮد اﺟﺮاﻳﻲ داﻧﺸﺠﻮﻳﺎن در ﭘﻴﺶآزﻣﻮن و ﭘﺲآزﻣﻮن وﺟﻮد دارد‪t ،‬‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫‪ ،p = .00 ،(17) = -13.41‬ﻛﻪ ﺑﺎ ﻣﻘﺪار اﻧﺪازة اﺛﺮ ﻛﻮﻫﻦ ‪ 2.47‬ﺛﺒﺖ ﺷﺪه اﺳﺖ ﻛﻪ ﻣﻲﺗﻮاﻧﺪ‬
‫ﺑﻪﻋﻨﻮان ﭘﻴﺸﺮﻓﺖ ﺑﺴﻴﺎر ﺑﺎﻻ درﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﻮد‪ .‬ﻧﺘﺎﻳﺞ ﻣﻄﺎﻟﻌﺔ ﺣﺎﺿﺮ‪ ،‬ﻛﺎراﻳﻲ واﻗﻌﻴﺖ ﻣﺠﺎزي‬
‫را در ارﺗﻘﺎي ﻣﻬﺎرتﻫﺎي ﺗﻠﻔﻆ در زﺑﺎنآﻣﻮزان ﻧﻮﺟﻮان‪ ،‬ﺑﻪوﻳﮋه درﻣﻮرد واﻛﻪﻫﺎي ﺻﻮﺗﻲ ‪/ ɪ /‬‬
‫و ‪ / i /‬واﻛﺔ ‪ / ʊ /‬و ‪ ،/ u /‬روﺷﻦ ﻣﻲﻛﻨﺪ‪ .‬ﻋﻼوه ﺑﺮ اﻳﻦ‪ ،‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﺎﻳﺞ ﮔﺰارشﺷﺪه در‬
‫ﺟﺪول ‪ 1‬و ‪ 2‬ﻣﻲﺗﻮان اﻳﻦ ﭼﻨﻴﻦ اذﻋﺎن داﺷﺖ ﻛﻪ ﻓﺮﺿﻴﺔ ذﻛﺮﺷﺪه ﻣﺒﻨﻲ ﺑﺮ ﻳﺎدﮔﻴﺮي زﺑﺎن از‬
‫ﻃﺮﻳﻖ ﻓﻨﺎوري واﻗﻌﻴﺖ ﻣﺠﺎزي ﺗﺄﺛﻴﺮ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺑﺮ ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان ﻧﻮﺟﻮان )از ﻗﺒﻞ از‬
‫آزﻣﻮن ﺗﺎ ﭘﺲآزﻣﻮن( ﻧﺪارد‪ ,‬رد ﻣﻲﺷﻮد‪.‬‬

‫ﺟﺪول ‪ :2‬ﻧﺘﺎﻳﺞ آزﻣﻮن زوﺟﻲ‬

‫‪Table 2. T-test result‬‬

‫ﺗﻐﻴﻴﺮات زوﺟﻲ‬
‫‪٪95‬‬
‫ﻓﺎﺻﻠﺔ اﻃﻤﻴﻨﺎن ﺑﻴﻦ‬
‫ﺗﻔﺎوت‬ ‫‪Si g. (2-‬‬
‫ﻣﻴﺎﻧﮕﻴﻦ‬ ‫ﺗﻮزﻳﻊ ﻓﺮاواﻧﻲ‬ ‫ﻛﻢﺗﺮﻳﻦ‬ ‫ﺑﻴﺸﺘﺮﻳﻦ‬ ‫‪T‬‬ ‫‪df‬‬ ‫)‪t ai l ed‬‬
‫ﭘﻴﺶآزﻣﻮن‬ ‫‪-2.37‬‬ ‫‪.75‬‬ ‫‪-2.75‬‬ ‫‪-2.00‬‬ ‫‪-13.41‬‬ ‫‪17.00‬‬ ‫‪.00‬‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫ﺗﺎ آزﻣﻮن‬
‫ﻧﻬﺎﻳﻲ‬

‫‪470‬‬
 ‫دورة ‪ ،11‬ﺷﻤﺎرة ‪) 6‬ﭘﻴﺎﭘﻲ ‪ ،(60‬ﺑﻬﻤﻦ و اﺳﻔﻨﺪ ‪1399‬‬ ‫ﺟﺴﺘﺎرﻫﺎي زﺑﺎﻧﻲ‬

‫ﺗﺠﺰﻳﻪ و ﺗﺤﻠﻴﻞ ﻧﺘﺎﻳﺞ ﻧﺸﺎن داد ﻛﻪ اﺳﺘﻔﺎده از ﺑﺎزيﻫﺎي ﺷﺒﻴﻪﺳﺎزيﺷﺪه ﺑﻪﻃﻮر ﻗﺎﺑﻞ‬
‫ﺗﻮﺟﻬﻲ ﺑﺮ ﻣﻬﺎرتﻫﺎي ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان اﺛﺮﮔﺬار اﺳﺖ‪ .‬ﺑﻪ ﻋﺒﺎرت دﻳﮕﺮ‪ ،‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻴﺎزﻫﺎي‬
‫ﺿﺮوري ﺗﻌﺎﻣﻞ ﻛﻼﻣﻲ ﺑﺮاي ﺑﻬﺒﻮد ﺳﻄﺢ ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان‪ ،‬واﻗﻌﻴﺖ ﻣﺠﺎزي ﺑﻪﻋﻨﻮان اﺑﺰاري‬
‫ﻣﻨﺎﺳﺐ ﺑﺮاي ﺗﻘﻮﻳﺖ زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﻛﻮدﻛﺎن اﻳﺮاﻧﻲ ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﺮﻓﺖ‪ .‬در ﺑﺨﺶ ﺑﻌﺪ‪ ،‬اﻳﻦ‬
‫ﻧﺘﺎﻳﺞ‪ ،‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺳﺆال ﭘﮋوﻫﺶ ﻣﻮرد ﺑﺤﺚ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ‪.‬‬
‫‪20‬‬
‫و ﻫﻤﻜﺎران )‪ (2014‬اﺳﺖ ﻛﻪ‬ ‫ﻳﺎﻓﺘﻪﻫﺎي اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﻣﻄﺎﺑﻖ ﺑﺎ ﮔﺰارشﻫﺎي ﻗﺒﻠﻲ اﻳﺪﻧﻠﻮ‬
‫دﻳﺪﮔﺎهﻫﺎي ﻛﺎﻣﻞ ﻣﺒﺎﻧﻲ ﻧﻈﺮي و ﭼﺎرﭼﻮب ﻛﺎرﺑﺮد رﺑﺎتﻫﺎ‪ ،‬ﺗﻜﻨﻴﻚﻫﺎي آﻣﻮزﺷﻲ ﻣﺎﻧﻨﺪ ‪،CALL‬‬
‫‪ ،MALL‬ﻫﻤﺮاه ﺑﺎ ﻧﻘﺶﻫﺎي آﻣﻮزﺷﻲ‪ ،‬ﻓﻌﺎﻟﻴﺖﻫﺎي آﻣﻮزﺷﻲ و ﺗﺤﻘﻴﻖ و ﻳﺎﻓﺘﻪﻫﺎي ﻣﺮﺗﺒﻂ‬
‫ﻫﻤﺨﻮاﻧﻲ دارد‪ .‬در راﺳﺘﺎي ﮔﺰارشﻫﺎي اﻳﻦ ﻣﻄﺎﻟﻌﻪ‪ VRALL ،‬ﻧﻴﺰ ﻣﻲﺗﻮاﻧﺪ ﺑﻪﻣﻨﺰﻟﺔ اﺑﺰار‬
‫آﻣﻮزﺷﻲ ﺑﺮاي ﺑﻬﺒﻮد ﻣﻬﺎرت زﺑﺎنآﻣﻮزان ‪ ،EFL‬ﺑﻪوﻳﮋه در ﻣﻬﺎرتﻫﺎي ﺗﻠﻔﻆ‪ ،‬ﺷﻤﺮده ﺷﻮد‪.‬‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫اﻓﺰون ﺑﺮ اﻳﻦ‪ ،‬ﻧﺘﺎﻳﺞ ﺗﺠﺰﻳﻪ و ﺗﺤﻠﻴﻞ اﻧﺠﺎمﺷﺪه ﺗﻮﺳﻂ ﻋﺎﻟﻤﻲ‪ 21‬و ﻫﻤﻜﺎران )‪ (2015‬اﻃﻤﻴﻨﺎن‬
‫دادﻧﺪ ﻛﻪ زﺑﺎنآﻣﻮزان ﮔﺮوه ‪ RALL‬در ﻓﺮاﻳﻨﺪ ﻳﺎدﮔﻴﺮي ﺑﺴﻴﺎر ﺳﺮﮔﺮمﻛﻨﻨﺪه ﺑﻮدﻧﺪ و اﻧﮕﻴﺰة‬
‫آنﻫﺎ را اﻓﺰاﻳﺶ دادﻧﺪ و درﻧﺘﻴﺠﻪ ﻓﺮاﻳﻨﺪ ﻳﺎدﮔﻴﺮي را در ﻃﻮﻻﻧﻲﻣﺪت ﺗﺴﻬﻴﻞ ﻣﻲﻛﺮد‪ .‬ﺑﻪﻃﻮر‬
‫ﻣﺸﺎﺑﻪ‪ ،‬ﺑﺎزيﻫﺎ در واﻗﻌﻴﺖ ﻣﺠﺎزي ﺗﻮاﻧﺎﻳﻲ اﻟﻬﺎم ﮔﺮﻓﺘﻦ و اﻧﮕﻴﺰه دادن ﺑﻪ ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن را‬
‫داﺷﺘﻨﺪ و در ﻃﻮل ﺟﻠﺴﻪﻫﺎي آﻣﻮزﺷﻲ آنﻫﺎ را درﮔﻴﺮ ﻣﻲﻛﺮدﻧﺪ‪ .‬ﺗﺴﻨﮓ و اﺷﻤﻴﺖ‪ 22‬ﻫﻤﭽﻨﻴﻦ‬
‫ﮔﺰارش دادﻧﺪ‪:‬‬
‫اﻧﮕﻴﺰه ﺑﻪﻃﻮر ﮔﺴﺘﺮدهاي ﺗﻮﺳﻂ ﻣﺘﺨﺼﺼﺎن و ﻣﺤﻘﻘﺎن ﺑﻪﻋﻨﻮان ﻳﻚ ﻋﺎﻣﻞ ﺗﻌﻴﻴﻦﻛﻨﻨﺪه ﺑﺮاي‬
‫ﻣﻮﻓﻘﻴﺖ در ﻳﺎدﮔﻴﺮي زﺑﺎن ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪه اﺳﺖ و اﻳﻦ ﺑﺎور ﺑﻪ ﺷﺪت ﺗﻮﺳﻂ ﻃﻴﻒ وﺳﻴﻌﻲ از‬
‫ﻣﻄﺎﻟﻌﺎت درﻣﻮرد اﻧﮕﻴﺰة ‪ L2‬ﭘﺸﺘﻴﺒﺎﻧﻲ ﻣﻲ ﺷﻮد )‪.(2008: p.385‬‬
‫ﻳﺎﻓﺘﻪﻫﺎي اﻳﻦ ﺗﺤﻘﻴﻖ ﻧﻴﺰ ﻫﻢراﺳﺘﺎ ﺑﺎ ﻣﻄﺎﻟﻌﺔ ﻋﺎﻟﻤﻲ )‪ (2010‬اﺳﺖ ﻛﻪ ﻧﻘﺶ ﭘﻨﺞ ﺑﺎزي‬
‫ﻛﻠﻤﻪاي را در رﺷﺪ واژﮔﺎن زﺑﺎنآﻣﻮزان ﺑﺮرﺳﻲ ﻛﺮده اﺳﺖ‪ .‬ﻧﺘﺎﻳﺞ ﺣﺎﺻﻞ از اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﻧﺸﺎن‬
‫داد ﻛﻪ ﺑﺎزيﻫﺎي ﻛﻠﻤﻪاي ﻧﻘﺶ ﻣﻬﻤﻲ را در ﮔﺴﺘﺮش واژﮔﺎن زﺑﺎنآﻣﻮزان اﻳﻔﺎ ﻣﻲﻛﻨﻨﺪ‪ .‬ﺑﺎ ﺗﻮﺟﻪ‬
‫ﺑﻪ اﻳﻦ ﻣﻄﺎﻟﻌﻪ‪ ،‬واﻗﻌﻴﺖ ﻣﺠﺎزي را ﻣﻲﺗﻮان ﺑﻪﻣﻨﺰﻟﺔ ﻳﻚ ﺑﺎزي آﻣﻮزﺷﻲ ﺗﻌﺮﻳﻒ ﻛﺮد ﻛﻪ ﺑﺮ ﺗﻠﻔﻆ‬
‫ﻧﻮﺟﻮاﻧﺎن ﺗﺄﺛﻴﺮ ﻣﻲﮔﺬارد و داﻧﺶ زﺑﺎﻧﻲ زﺑﺎنآﻣﻮزان را ﺗﻘﻮﻳﺖ ﻣﻲﻛﻨﺪ‪.‬‬
‫ﻋﻼوه ﺑﺮ اﻳﻦ‪ ،‬ﻳﺎﻓﺘﻪﻫﺎي اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﺑﺎ ﺳﻪ ﻣﻄﺎﻟﻌﺔ ﻣﻬﻢ اﻧﺠﺎمﺷﺪه اﺧﻴﺮاً ﺑﺮ روي ﺗﺄﺛﻴﺮ‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫‪ CALL‬در ﺑﻬﺒﻮد ﻣﻬﺎرتﻫﺎي ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان ﻣﻨﻄﺒﻖ اﺳﺖ و ﻣﻲﺗﻮاﻧﺪ ﻧﺘﺎﻳﺞ ﻣﺸﺎﺑﻬﻲ را‬
‫‪20‬‬
‫‪Aidinlou‬‬
‫‪21 Alem i‬‬
‫‪22‬‬
‫‪Tseng & Schm itt‬‬

‫‪471‬‬
 ‫ﺗﺄﺛﻴﺮ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي‪...‬‬ ‫ﻣﻴﻨﻮ ﻋﺎﻟﻤﻲ و ﻫﻤﻜﺎر‬

‫درﻣﻮرد واﻗﻌﻴﺖ ﻣﺠﺎزي )‪ (Mikropoulos & Natsis, 2011; Zhang et al,. 2018‬اراﺋﻪ دﻫﺪ‪.‬‬
‫ﮔﻔﺘﻨﻲ اﺳﺖ زﺑﺎنآﻣﻮزاﻧﻲ ﻛﻪ در ﻛﻼسﻫﺎي ‪ CALL‬ﺷﺮﻛﺖ ﻛﺮده ﺑﻮدﻧﺪ‪ ،‬ﺑﻪ ﻣﻴﺰان ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ‬
‫از ﻟﺤﺎظ زﺑﺎﻧﻲ ﺑﺎﻻﺗﺮ از زﺑﺎنآﻣﻮزاﻧﻲ ﺑﻮدﻧﺪ ﻛﻪ ﺑﻪ روشﻫﺎي ﺳﻨﺘﻲ ﺗﺤﺖ آﻣﻮزش ﻗﺮار ﮔﺮﻓﺘﻨﺪ‬
‫)‪ .(Zhao, 2003‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﻣﻲﺗﻮان اﺳﺘﺪﻻل ﻛﺮد ﻛﻪ ﻛﻼسﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي ﻧﻴﺰ اﺛﺮات‬
‫ﻣﺸﺎﺑﻬﻲ ﻣﺎﻧﻨﺪ ﻛﻼسﻫﺎي ‪ CALL‬در ﻣﻬﺎرتﻫﺎي ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان ‪ EFL‬دارد‪.‬‬
‫ﺳﺎﻳﺮ ﻣﻄﺎﻟﻌﺎت )ﺑﺮاي ﻣﺜﺎل‪ ( Eskenazi, 1999 ،‬ﺑﺮ ﺗﻜﻨﻮﻟﻮژيﻫﺎي ﻣﺒﺘﻨﻲ ﺑﺮ ‪CALL‬‬
‫ﻣﺘﻤﺮﻛﺰ اﺳﺖ ﻛﻪ زﺑﺎنآﻣﻮزان ‪ ESL‬را ﺑﺎ ﺑﺎزﺧﻮرد ﻓﻮري درﻣﻮرد ﺗﻠﻔﻆ آنﻫﺎ ﻣﺘﻤﺎﻳﺰ ﻣﻲﻛﻨﻨﺪ‪.‬‬
‫ﺗﺸﺎﺑﻪ در ﻧﺘﺎﻳﺞ ﮔﺰارشﺷﺪه از اﻳﻦ ﻣﻄﺎﻟﻌﻪ و ﺗﺤﻘﻴﻖ ﺣﺎﺿﺮ ﻣﻲﺗﻮاﻧﺪ ﻣﺰاﻳﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي‬
‫درﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﻮد‪ .‬اﺳﻜﻨﺎزي‪ (1999) 23‬اذﻋﺎن داﺷﺖ ﻛﻪ آﻣﻮزش درﺳﺖ ﺗﻠﻔﻆ در ﻣﻮﻗﻌﻴﺖﻫﺎي‬
‫ﻛﻼسﻫﺎي ﺑﺰرگ ﻣﻲﺗﻮاﻧﺪ ﺑﺮاي ﻣﺪرس ‪ EFL‬ﺑﺴﻴﺎر وﻗﺖﮔﻴﺮ ﺑﺎﺷﺪ‪ .‬درﻧﺘﻴﺠﻪ‪ ،‬زﺑﺎنآﻣﻮزان‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫‪ EFL‬ﻣﻤﻜﻦ اﺳﺖ ﺑﺎزﺧﻮرد ارزﺷﻤﻨﺪ درﻣﻮرد ﻣﻬﺎرتﻫﺎي ﺗﻠﻔﻆ از ﻣﺮﺑﻲ را ازدﺳﺖ ﺑﺪﻫﻨﺪ‪.‬‬
‫ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﻣﻲﺗﻮان ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﻛﻪ اﺳﺘﻔﺎده از ﻓﻨﺎوريﻫﺎي ﺟﺪﻳﺪ ‪ ،VR‬ﺑﺎزﺧﻮرد ﺑﺮاي‬
‫ﻳﺎدﮔﻴﺮﻧﺪﮔﺎن ‪ EFL‬را ﺗﺴﻬﻴﻞ ﻣﻲﻛﻨﺪ و ﺗﻠﻔﻆ آنﻫﺎ را ﺑﻬﺒﻮد ﻣﻲﺑﺨﺸﺪ ﻛﻪ ﺑﺎ ﻧﺘﺎﻳﺞ ﻣﻄﺎﻟﻌﺔ ﺣﺎﺿﺮ‬
‫ﻫﻤﺴﻮﺳﺖ‪.‬‬
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‫و ﻫﻤﻜﺎران )‪ (2016‬ﻣﻲﺗﻮان ﮔﻔﺖ ﻛﻪ آﻣﻮزش‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻳﺎﻓﺘﻪﻫﺎي ﻣﻄﺎﻟﻌﺔ اوﮔﺎﻧﺪا‬
‫ﻛﺎﻣﭙﻴﻮﺗﺮي در آﻣﻮزش و ﻳﺎدﮔﻴﺮي ﺻﺪاﻫﺎ و ﻫﻤﺴﺎﻧﻲﻫﺎي اﻧﮕﻠﻴﺴﻲ ﻛﺎرﺑﺮد ﺑﻴﺸﺘﺮي دارد‪.‬‬
‫ﻧﺘﻴﺠﺔ اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﻣﻲﺗﻮاﻧﺪ ﺑﺮ اﺳﺎس ﻣﻄﺎﻟﻌﺔ ‪) CAPT‬آﻣﻮزش ﺗﻠﻔﻆ اﺻﻄﻼح ﻛﺎﻣﭙﻴﻮﺗﺮي( ﺑﺎﺷﺪ‬
‫ﻛﻪ در آن ﮔﺮوه آزﻣﺎﻳﺸﻲ )ﻛﺴﺎﻧﻲ ﻛﻪ از ﻧﺮماﻓﺰار اﺳﺘﻔﺎده ﻛﺮدﻧﺪ( ﺑﻪ ﻣﻴﺰان ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ‬
‫ﭘﻴﺸﺮﻓﺖ در ﺗﻠﻔﻆ را ﻧﺸﺎن دادﻧﺪ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ ﻣﻲﺗﻮان ذﻛﺮ ﻛﺮد ﻛﻪ ﻓﻨﺎوريﻫﺎي ﺟﺪﻳﺪ ﻣﺎﻧﻨﺪ‬
‫ﺑﺮﻧﺎﻣﻪﻫﺎي ‪ CAPT‬و ﺑﺎزيﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي در ﻛﻼسﻫﺎي درس ﺑﻪﻃﻮر ﻣﺆﺛﺮ ﺑﺮاي‬
‫ﻳﺎدﮔﻴﺮﻧﺪﮔﺎﻧﻲ ﻛﻪ ﺻﺪاﻫﺎ را ﺑﺎ ﺳﺨﺘﻲ ﺗﻠﻔﻆ ﻣﻲﻛﻨﻨﺪ اﺛﺮﺑﺨﺶ اﺳﺖ‪ .‬اﻳﻦ ﻛﺎر ﺑﺎ ﻧﻈﺎرت ﺑﺮ ﺗﻠﻔﻆ‬
‫ﺧﻮد و آﺷﻨﺎ ﺷﺪن ﺑﺎ اﻟﮕﻮﻫﺎي ﺟﻤﻠﺔ ﺟﺪﻳﺪ اﻧﺠﺎم ﻣﻴﺸﻮد )‪.(Saed & Moradi, 2015‬‬
‫ﻋﻼوه ﺑﺮ اﻳﻦ‪ ،‬ﺑﺎزدﻫﻲ ﺑﺎزيﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي را ﻣﻲﺗﻮان ﺑﻪ ﻋﻮاﻣﻠﻲ ﻣﺎﻧﻨﺪ »اﻋﺘﺒﺎر« و‬
‫»ﺗﻜﺮار« ﻧﺴﺒﺖ داد‪ .‬ﺑﻪ اﻳﻦ ﻣﻌﻨﺎ‪ ،‬ﺑﺎزيﻫﺎ زﻣﻴﻨﻪاي را ﻓﺮاﻫﻢ ﻣﻲﻛﻨﻨﺪ ﻛﻪ در آن ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن‬
‫ﺗﻠﻔﻆ ﺻﺤﻴﺢ ﻓﺮمﻫﺎي زﺑﺎﻧﻲ را در زﻣﻴﻨﻪﻫﺎي واﻗﻌﻲ ﺑﺸﻨﻮﻧﺪ‪ .‬از اﻳﻦ رو‪ ،‬آنﻫﺎ ﻓﺮمﻫﺎي ﻫﻢ‪-‬‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫ﺑﺴﺘﮕﻲ و ﻣﻌﻨﻲ ﺳﺎدهﺗﺮ ﭘﻴﺪا ﻣﻲﻛﻨﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮر ﻛﻪ وﺣﺪت و ﺑﻬﺒﻬﺎﻧﻲ‪ (2013) 25‬اﺷﺎره ﻛﺮدﻧﺪ‪،‬‬
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‫‪Es kenazi‬‬
‫‪24 Ong’onda‬‬
‫‪25‬‬
‫‪Vahdat & Behbahani‬‬

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 ‫دورة ‪ ،11‬ﺷﻤﺎرة ‪) 6‬ﭘﻴﺎﭘﻲ ‪ ،(60‬ﺑﻬﻤﻦ و اﺳﻔﻨﺪ ‪1399‬‬ ‫ﺟﺴﺘﺎرﻫﺎي زﺑﺎﻧﻲ‬

‫ﺑﺎزيﻫﺎي ﻣﺠﺎزي ﻣﻲﺗﻮاﻧﻨﺪ وﺿﻌﻴﺖ ﻣﻌﺘﺒﺮي را اﻳﺠﺎد ﻛﻨﻨﺪ ﻛﻪ در آن ﺗﺼﺎوﻳﺮ‪ ،‬ﺻﺪا و ﮔﺮاﻓﻴﻚ‬
‫ﺑﻪﻋﻨﻮان ﻣﺤﺮكﻫﺎي ﻗﻮي ﺑﺮاي ﻳﺎدﮔﻴﺮﻧﺪﮔﺎن در ﺟﻬﺖ ﺷﻨﻴﺪن و اﺣﺴﺎس ﺻﺪاﻫﺎي در ﻳﻚ‬
‫زﻣﻴﻨﻪ ﺑﻪﻛﺎر ﻣﻲروﻧﺪ‪.‬‬
‫ﻋﻼوه ﺑﺮ اﻳﻦ‪ ،‬اﻳﻦ ﺑﺎزيﻫﺎ زﺑﺎنآﻣﻮزان را در زﻣﺎﻧﻲ ﺧﺎص در ﻣﻌﺮض زﺑﺎن ﻗﺮار ﻣﻲدﻫﺪ‪.‬‬
‫ﺑﻪ ﻫﻤﻴﻦ دﻟﻴﻞ اﺳﺖ ﻛﻪ ﺑﺮاي ﺗﺴﻠﻂ ﺑﺮ ﻳﻚ زﺑﺎن ﻣﻔﻴﺪ اﺳﺖ‪ .‬در ﻣﻌﺮض ﻗﺮارﮔﻴﺮي در زﺑﺎن‪،‬‬
‫درواﻗﻊ ﻣﺜﻞ ردﻳﺎﺑﻲ ﺑﺴﻴﺎر ﻗﻮي در ﺣﺎﻓﻈﻪ اﺳﺖ و ﺑﺎﻋﺚ ﻣﻲﺷﻮد ﺑﻴﺸﺘﺮ زﺑﺎنآﻣﻮزان ﺑﻪ ﺣﻔﻆ‬
‫و ﻳﺎدآوري ﺟﻨﺒﻪﻫﺎي ﻣﺨﺘﻠﻒ ﻛﻠﻤﺎت ﻣﺎﻧﻨﺪ ﺗﻠﻔﻆ روي ﺑﻴﺎورﻧﺪ )‪.(Cruttenden, 2014‬‬

‫‪ .5‬ﻧﺘﻴﺠﻪﮔﻴﺮي و ﭘﻴﺎﻣﺪﻫﺎي ﻧﺎﺷﻲ از ﻣﻄﺎﻟﻌﻪ‬

‫ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﻲ اﺛﺮ اﺣﺘﻤﺎﻟﻲ ﭘﻴﺸﺮﻓﺖﻫﺎي ﺗﻜﻨﻮﻟﻮژﻳﻜﻲ‪ ،‬ﺑﻪوﻳﮋه اﺳﺘﻔﺎده از‬
‫] ‪[ Downloaded from lrr.modares.ac.ir on 2023-09-12‬‬

‫اﺑﺰارﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي در ﺗﻮﺳﻌﺔ ﻣﻬﺎرتﻫﺎي ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان ﻧﻮﺟﻮان ‪ EFL‬اﻧﺠﺎم ﺷﺪه‬
‫اﺳﺖ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺳﺆال ﺗﺤﻘﻴﻖ؛ آﻳﺎ واﻗﻌﻴﺖ ﻣﺠﺎزي ﺗﺄﺛﻴﺮ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ در ﺗﻠﻔﻆ زﺑﺎنآﻣﻮزان‬
‫ﻧﻮﺟﻮان دارد )از ﻗﺒﻞ از آزﻣﻮن ﺗﺎ ﭘﺲآزﻣﻮن(‪ ،‬ﻧﺘﺎﻳﺞ ﺣﺎﺻﻞ از آزﻣﻮن زوﺟﻲ ﻧﺸﺎن داد ﻛﻪ‬
‫ﺑﻴﻦ ﻋﻤﻠﻜﺮد ﻳﺎدﮔﻴﺮﻧﺪﮔﺎن ﻗﺒﻞ و ﺑﻌﺪ از ﺟﻠﺴﻪﻫﺎي آﻣﻮزش ﺑﺎ واﻗﻌﻴﺖ ﻣﺠﺎزي اﺧﺘﻼف ﻣﻌﻨﺎداري‬
‫وﺟﻮد دارد‪ .‬ﺑﻪ ﻋﺒﺎرت دﻳﮕﺮ‪ ،‬زﺑﺎنآﻣﻮزان ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻠﻔﻈﺸﺎن در ﻋﺒﻮر از ﭘﻴﺶآزﻣﻮن ﺑﻪ‬
‫ﭘﺲآزﻣﻮن ﭘﻴﺸﺮﻓﺖ ﻗﺎﺑﻞﺗﻮﺟﻬﻲ داﺷﺘﻨﺪ‪ .‬اﻳﻦ ﺑﺪان ﻣﻌﻨﺎﺳﺖ ﻛﻪ ﻗﺮار ﮔﺮﻓﺘﻦ در ﻣﻌﺮض‬
‫ﻧﻤﻮﻧﻪﻫﺎﻳﻲ از زﺑﺎن و در ﻧﺘﻴﺠﻪ ﺗﺴﻠﻂ ﺑﺮ ﺗﻠﻔﻆ ﻧﺘﻴﺠﻪﺑﺨﺶ اﺳﺖ‪.‬‬
‫ﻳﺎﻓﺘﻪﻫﺎي اﻳﻦ ﺗﺤﻘﻴﻖ ﻣﻲﺗﻮاﻧﺪ ﭘﻴﺎﻣﺪﻫﺎي ﻣﺜﺒﺘﻲ ﺑﺮاي ذﻳﻨﻔﻌﺎن ﻣﺨﺘﻠﻒ در آﻣﻮزش زﺑﺎن‬
‫اﻧﮕﻠﻴﺴﻲ‪ ،‬ﻳﻌﻨﻲ ﻣﻌﻠﻤﺎن‪ ،‬ﻣﺪرﺳﺎن ﻣﻌﻠﻢ‪ ،‬و ﻣﺪرﺳﺎن ﻣﺆﺳﺴﺔ زﺑﺎن‪ ،‬داﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬اﻳﻦ ﻣﻄﺎﻟﻌﻪ‬
‫ﭘﻴﺸﻨﻬﺎد ﻣﻲﻛﻨﺪ ﻛﻪ اﺳﺘﻔﺎده از ﺑﺎزيﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي ﻣﻲﺗﻮاﻧﺪ راﻫﺒﺮد ﻣﻨﺎﺳﺒﻲ ﺑﺮاي ﻛﻤﻚ‬
‫ﺑﻪ زﺑﺎنآﻣﻮزان در ﻏﻠﺒﻪ ﺑﺮ ﻣﺸﻜﻼت ﺗﻠﻔﻆ و اﻳﺠﺎد ﺷﺎﻳﺴﺘﮕﻲ ﻗﺎﺑﻞ ﻗﺒﻮﻟﻲ در ﺗﻠﻔﻆ ﺑﺎﺷﺪ‪ .‬ﻋﻼوه‬
‫ﺑﺮ اﻳﻦ‪ ،‬ﭘﻴﺸﻨﻬﺎد ﻣﻲﺷﻮد ﻛﻪ ﻣﻌﻠﻤﺎن زﺑﺎن ﺧﺎرﺟﻲ ﺑﺘﻮاﻧﻨﺪ در ﻛﻼسﻫﺎي ﺧﻮد از ﻓﻨﺎوريﻫﺎي‬
‫ﻛﺎﻣﭙﻴﻮﺗﺮي ﻣﺎﻧﻨﺪ اﻧﻮاع ﻣﺨﺘﻠﻒ ﻧﺮماﻓﺰارﻫﺎي ﻛﺎﻣﭙﻴﻮﺗﺮي اﺳﺘﻔﺎده ﻛﻨﻨﺪ و ﺑﻪ ﻳﺎدﮔﻴﺮﻧﺪﮔﺎن ﺧﻮد‬
‫ﻛﻤﻚ ﻛﻨﻨﺪ ﺗﺎ ﺗﻠﻔﻆ آنﻫﺎ را ﺑﺎ ﻋﺒﺎرات واﻗﻌﻲ ﺑﻴﺎن ﻛﻨﻨﺪ‪ .‬ﻋﻼوه ﺑﺮ اﻳﻦ‪ ،‬ﻧﺘﺎﻳﺞ ﻣﻄﺎﻟﻌﺎت ﺣﺎﺿﺮ‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫ﻣﻲﺗﻮاﻧﺪ ﺑﺮاي ﺗﻮﺳﻌﻪدﻫﻨﺪﮔﺎن و ﺗﻬﻴﻪﻛﻨﻨﺪﮔﺎن ﻣﻮاد درﺳﻲ ﻣﻔﻴﺪ ﺑﺎﺷﺪ‪ .‬ﺑﻪ آنﻫﺎ ﭘﻴﺸﻨﻬﺎد‬
‫ﻣﻲﺷﻮد ﻛﺘﺎبﻫﺎي درﺳﻲ ﺧﻮد را ﺑﺎ ﺑﺮﺧﻲ از ﺑﺎزيﻫﺎ ﻫﻤﺮاه ﻛﻨﻨﺪ‪ .‬اﻳﻦ ﺑﻪﻛﺎرﮔﻴﺮي ﺑﺴﻴﺎر ﻣﻬﻢ‬

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 ‫ﺗﺄﺛﻴﺮ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي‪...‬‬ ‫ﻣﻴﻨﻮ ﻋﺎﻟﻤﻲ و ﻫﻤﻜﺎر‬

‫اﺳﺖ‪ ،‬ﺑﻪوﻳﮋه ﻫﻨﮕﺎﻣﻲ ﻛﻪ زﻣﺎن ﻛﻼس درس ﺑﺴﻴﺎر ﻣﺤﺪود اﺳﺖ و زﺑﺎنآﻣﻮزان در زﻣﻴﻨﺔ‬
‫ﻳﺎدﮔﻴﺮي زﺑﺎن ﺑﺎ ﻓﺮﺻﺖﻫﺎي ﺑﺴﻴﺎر ﻛﻢﺗﺮي روﺑﻪرو ﻫﺴﺘﻨﺪ‪ .‬اﻳﻦ ﺗﺤﻘﻴﻖ ﻧﻴﺰ ﭘﻴﺸﻨﻬﺎدات‬
‫ﻣﺸﺨﺼﻲ را ﺑﻪ ﻣﻨﻈﻮر ﺑﻬﺮهﻣﻨﺪي ﻣﻄﻠﻮب ﺑﺮاي ﻣﻌﻠﻤﺎن زﺑﺎن و ﻣﺪرﺳﺎﻧﻲ ﻛﻪ ﺑﻪ اﺳﺘﻔﺎده از‬
‫اﺑﺰارﻫﺎي ﺗﻜﻨﻮﻟﻮژي واﻗﻌﻴﺖ ﻣﺠﺎزي در ﻛﻼسﻫﺎي ‪ EFL‬ﺧﻮد ﺗﻤﺎﻳﻞ دارﻧﺪ‪ ،‬اراﺋﻪ ﻣﻲدﻫﺪ‪.‬‬
‫اﻓﺰون ﺑﺮ آﻧﭽﻪ ﮔﻔﺘﻪ ﺷﺪ ﻧﻮﻳﺴﻨﺪﮔﺎن ﻳﺎدآور ﻣﻲﺷﻮﻧﺪ ﻛﻪ اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي‬
‫ﺑﻪﻋﻨﻮان دﺳﺘﻴﺎر ﻣﻌﻠﻢ ﻣﻲﺗﻮاﻧﺪ ﺿﻌﻒﻫﺎﻳﻲ ﻧﻴﺰ داﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬ﻣﺤﺪودﻳﺘﻲ ﻛﻪ ﺑﺎﻳﺪ در‬
‫اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﮔﻴﺮد‪ ،‬اﺳﺘﻔﺎده از واﻗﻌﻴﺖ ﻣﺠﺎزي در ﻣﺤﻴﻂ درﺳﻲ اﺳﺖ‪ ،‬زﻳﺮا‬
‫واﻗﻌﻴﺖ ﻣﺠﺎزي در ﻛﺸﻮرﻫﺎي ﺧﺎورﻣﻴﺎﻧﻪ‪ ،‬ﺑﻪوﻳﮋه در اﻳﺮان‪ ،‬ﺑﻪﻋﻨﻮان ﻳﻚ ﻓﻨﺎوري ﺟﺪﻳﺪ و‬
‫ﭘﺮﻫﺰﻳﻨﻪ ﺑﻪ ﺣﺴﺎب ﻣﻲآﻳﺪ‪ .‬اﻳﻦ ﻓﻨﺎوري ﻓﻘﻂ در ﻣﺤﻴﻂ آزﻣﺎﻳﺸﮕﺎﻫﻲ ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﻣﻲﮔﻴﺮد‬
‫و از اﻧﺘﻘﺎل آن ﺑﻪ ﺳﺎﻳﺮ ﻣﺤﻴﻂﻫﺎ ﻣﺎﻧﻨﺪ آﻣﻮزﺷﮕﺎهﻫﺎي زﺑﺎن و ﺳﺎﻳﺮ ﻣﺤﻴﻂﻫﺎي آﻣﻮزﺷﻲ‬
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‫ﻣﻤﺎﻧﻌﺖ ﻣﻲﺷﻮد‪ .‬ﻳﻜﻲ دﻳﮕﺮ از ﻣﺤﺪودﻳﺖﻫﺎي ذﻛﺮﺷﺪه اﻳﻦ اﺳﺖ ﻛﻪ اﺳﺘﻔﺎده از ﻓﻨﺎوري واﻗﻌﻴﺖ‬
‫ﻣﺠﺎزي در ﺑﺴﻴﺎري از ﻣﻮارد ﺑﺎ ﺗﻐﻴﻴﺮ ﻧﺎﮔﻬﺎﻧﻲ در وﺿﻌﻴﺖ ﺟﺴﻤﻲ و روﺣﻲ ﺑﺪن ﻫﻤﺮاه اﺳﺖ و‬
‫ﻣﻤﻜﻦ اﺳﺖ ﺑﺎﻋﺚ اﻳﺠﺎد ﻣﺸﻜﻼت ﻛﻮﺗﺎهﻣﺪت ﻣﺎﻧﻨﺪ ﺳﺮﮔﻴﺠﻪ‪ ،‬ﺳﺮدرد ﺷﻮد و ﻧﻤﻲﺗﻮان از آن‬
‫ﺑﻪﻃﻮر ﻣﺪاوم اﺳﺘﻔﺎده ﻛﺮد‪ .‬ﺑﺮاي اﻳﻦ ﻣﻨﻈﻮر‪ ،‬ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن در اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﺑﺮاي ﺟﻠﻮﮔﻴﺮي از‬
‫ﻣﺸﻜﻼت ﺟﺴﻤﻲ ﺑﻪ ﻣﻮﻗﻊ ﻣﺤﺪود ﺷﺪهاﻧﺪ و ﻣﺤﻘﻘﺎن رﻓﺘﺎر و ﺧﺼﻮﺻﻴﺎت ﺑﺪﻧﻲ ﺧﻮد را ﺑﻪﻃﻮر‬
‫ﻫﻢزﻣﺎن ﻛﻨﺘﺮل ﻣﻲﻛﺮدﻧﺪ‪.‬‬
‫ﺑﺮاي اداﻣﺔ ﻛﺎر‪ ،‬ﺗﺤﻘﻴﻘﺎﺗﻲ در اﻳﻨﺠﺎ اراﺋﻪ ﺷﺪه اﺳﺖ ﻛﻪ ﻣﻲﺗﻮاﻧﺪ در دو ﺟﻬﺖ اراﺋﻪ ﺷﻮد‪:‬‬
‫ﻧﺨﺴﺖ‪ ،‬ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن در ﻣﻄﺎﻟﻌﺔ ﻛﻨﻮﻧﻲ‪ ،‬ﮔﺮوﻫﻲ از زﺑﺎنآﻣﻮزان ﻧﻮﺟﻮان ﺑﻮدﻧﺪ‪ ،‬ﺑﻨﺎﺑﺮاﻳﻦ‬
‫ﺗﻮﺻﻴﻪ ﻣﻲﺷﻮد ﻣﻄﺎﻟﻌﺎت دﻳﮕﺮ ﺑﺎ زﺑﺎنآﻣﻮزان در ﺳﻄﻮح و ﭘﻴﺸﻴﻨﺔ داﻧﺸﻲ ﻣﺨﺘﻠﻒ در زﻣﻴﻨﺔ‬
‫ﻳﺎدﮔﻴﺮي زﺑﺎن اﻧﺠﺎم ﺷﻮد‪ .‬در ﻣﻄﺎﻟﻌﺔ ﺣﺎﺿﺮ‪ ،‬ﭘﻴﺸﺮﻓﺖ زﺑﺎنآﻣﻮزان در ﺗﻠﻔﻆ واﻛﺔ ‪ / ɪ /‬و ‪/ i /‬‬
‫و واﻛﻪﻫﺎي ‪ / ʊ /‬و ‪ / u /‬در ﺟﻤﻼت ﺳﺎده و ﺻﺤﺒﺖﻫﺎي ﻛﻮﺗﺎه ﺑﺎ اﺳﺘﻔﺎده از ﻓﻨﺎوري واﻗﻌﻴﺖ‬
‫ﻣﺠﺎزي اﻧﺠﺎم ﺷﺪ‪ ،‬اﻣﺎ ﺗﺤﻘﻴﻘﺎت ﺟﺪﻳﺪﺗﺮ ﻣﻲﺗﻮاﻧﺪ ﺗﺤﻮل ﺑﻴﺸﺘﺮ در دﻳﮕﺮ واژﮔﺎن )ﺻﺪاﻫﺎ‪،‬‬
‫ﻫﻤﺨﻮانﻫﺎ‪ ،‬و ﻫﻤﭽﻨﻴﻦ ﺧﻮﺷﻪﻫﺎي ﻫﻤﺨﻮان زﺑﺎن اﻧﮕﻠﻴﺴﻲ( در ﻛﻠﻤﺎت و ﺟﻤﻼت ﭘﻴﭽﻴﺪهﺗﺮ و‬
‫ﺳﺨﺖﺗﺮ را ﻧﻴﺰ درﺑﺮ ﺑﮕﻴﺮد‪ .‬ﻋﻼوه ﺑﺮ اﻳﻦ‪ ،‬ﺑﻬﺘﺮ اﺳﺖ ﻛﻪ اﻳﻦ ﻣﻄﺎﻟﻌﻪ را ﺑﺎ اﻫﺪاف روانﺷﻨﺎﺧﺘﻲ‬
‫ﺑﻴﺸﺘﺮي ﺗﻜﻤﻴﻞ ﻛﻨﻴﻢ‪ .‬ﺗﺤﻘﻴﻘﺎت ﺑﻴﺸﺘﺮي در زﻣﻴﻨﻪﻫﺎي ﺷﻨﺎﺳﺎﻳﻲ اﻧﮕﻴﺰهﻫﺎي داﺧﻠﻲ و ﺧﺎرﺟﻲ‬
‫] ‪[ DOR: 20.1001.1.23223081.1399.11.6.16.5‬‬

‫زﺑﺎنآﻣﻮزان و واﻟﺪﻳﻦ و ﺗﻤﺎﻳﻞ ﺑﻪ اﺳﺘﻔﺎده از ﻛﻼسﻫﺎي واﻗﻌﻴﺖ ﻣﺠﺎزي ﺑﻪ ﺟﺎي ﻛﻼسﻫﺎي‬

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.‫ ﺗﻨﻈﻴﻢ ﻋﺎﻃﻔﻲ و ﺧﻮدﻛﺎرآﻣﺪي ﻻزم اﺳﺖ‬،‫ ﺧﻮدﺗﻨﻈﻴﻤﻲ‬،‫ﺳﻨﺘﻲ ﻳﺎ ﺳﻄﺢ ﺧﻮدﻣﺨﺘﺎري‬

‫ ﭘﻲﻧﻮﺷﺖﻫﺎ‬.6
1. Reed & Levis
2. Morely
3. Virtual Reality
4. Kröger
5. Dixon & Faster
6. Cruttenden
7. Li
8. Mehrpoor
9. Franco
10. Chik
11. Chen
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12. Zheng
13. Chiu
14. Rahimi
15. Alibakhshi & Kazemi
16. Speechace Measurment
17. Al-Zayed
18. Aiello & Mongibello
19. Bernsen
20. Aidinlou
21. Alemi
22. Tseng & Schmitt
23. Eskenazi
24. Ong’onda
25. Vahdat & Behbahani

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