پديد آورندگان :
روحي، افسر نويسنده , , بهنام، علي نويسنده آموزگار ,
كليدواژه :
آزمون رشد زبان , پيشرفت تحصيلي , دو‌زبانگي , دوره پيش‌دبستاني , مهارت‌هاي شفاهي زبان
چكيده فارسي :
يافته‌هاي پژوهشي نشان مي‌دهد كه كودكان ترك‌زباني كه از آموزش‌هاي پيش از دبستان بهره‌مند مي‌شوند در سال اول دوره ابتدايي در مهارت‌هاي شفاهي زبان فارسي نسبت به هم‌سالان خود تواناترند و پيشرفت تحصيلي بهتري دارند. امّا براي اين سوال كه آيا اين برتري در سال‌هاي بعدي تحصيل نيز ماندگار است يا نه پاسخ مشخصي وجود ندارد. مطالعه حاضر، كه از نوع پس‌رويداد بوده و با روش علّي- مقايسه‌اي صورت گرفته است، به همين موضوع، يعني «ماندگاري تاثيرِ آموزش پيش‌دبستاني بر مهارت‌هاي شفاهي زبان فارسي كودكان ترك‌زبان و پيشرفت تحصيلي آنان پس از برخورداري از 3 سال آموزش ابتدايي، در پايان سال سوّم ابتدايي» مي‌پردازد. اجراي آزمون رشد زبان (3 :TOLD-P) بر دو گروه، پيش‌دبستاني‌گذرانده و پيش‌دبستاني نگذرانده، كه در آغازين روزهاي سال اوّل دبستان تفاوت‌هاي معنا‌داري در مهارت‌هاي صحبت‌كردن، سازماندهي، گوش‌كردن، معناشناسي، نحو و واج‌شناسي زبان فارسي داشتند، نشان داد كه برتري گروه پيش دبستاني‌گذرانده نسبت به گروه گواه- علي‌رغم برخورداري هر دو گروه از 3 سال آموزش ابتدايي برابر- همچنان به قوّت خود باقي است. افزون بر آن، گروه پيش‌دبستاني‌گذرانده در دروسِ وابسته به مهارت‌هاي زبان فارسي نظير فارسي، املا، انشا، قرآن، ديني، علوم اجتماعي، رياضي و علوم نسبت به گروه دوّم عملكرد بهتري داشتند. اين تفاوت در دروسِ مستقلّ از مهارت‌هاي يادشده نظير هنر و ورزش وجود نداشت. نتايج حاصل از اجراي آزمون فوق نشان داد كه كودكان ترك‌زبان، حتّي پس از برخورداري از 3 سال آموزش دوره ابتدايي، از رسيدن به مرحله مورد انتظار از لحاظ مهارت‌هاي شفاهي زبان فارسي باز مي‌مانند و نيز اين‌كه كودكان ترك‌زبان در صورت بهره‌مندي از آموزش‌هاي پيش‌دبستاني مي‌توانند حتّي پس از گذشت 3 سال همچنان نسبت به كودكان ترك‌زباني كه اين دوره را نگذرانده‌اند پيشرفت تحصيلي بهتري داشته باشند.
چكيده لاتين :
Research findings showed that ?zari-Turk children who benefit from preschool education show more Persian oral proficiency and academic achievement than their peer counterparts who do not benefit from such education. However, it is not clear if the better performance of the first group of children continues during later years of education. It was an ex-post-facto study that was done using causal-comparative method. The present study was set out to examine the lasting effect of one year preschool education and the lack of such education on ?zari-Turk children’s Persian oral language proficiency and academic achievement at the end of primary school third grade. Upon their enrollment at grade one, two groups of ?zari-Turk children (G1 = 30, G2 = 30) were examined in terms of their Persian language skills (Rouhi & Behn?m, 2011). One group had already attended one year of preschool education, while the other had not and the two groups had significant differences on Persian speaking, organizing, listening, semantics, syntax and phonology on their first days of primary school first grade. The distribution of TOLD – P3 test on the two mentioned groups of children after three years of primary school education showed that the group with one year preschool education outperformed the control group on different subtests of TOLD-P3 test, despite three years of primary school education. Furthermore, the experimental group had better performance on courses dependent on Persian language arts such as Persian language, spelling, composition, Koran, religious studies, social studies and science, compared to the control group. There was no such difference in the performance of the two groups of children on courses such as art and physical education that were independent of the Persian language arts. The scores obtained for the subtests of TOLD including picture vocabulary, relational vocabulary, oral vocabulary, grammatical understanding, sentence imitation, grammatical completion, word discrimination, phonemic analysis, and word naming as well as the spoken components including the spoken language, listening, organizing, speaking, semantics, and syntax were computed for the two groups of the participants. All scores obtained from the subtests and the spoken components were converted to standard and quotient scores, respectively. A comparison conducted between the 2 sets of scores for the 2 groups suggested that except for the relational vocabulary and word discrimination subtests, the group with one year of preschool education outscored the control group in all subtests and quotient scores, despite the fact that both groups had received the same primary school education for 3 years. In addition, in the courses dependent on the Persian language arts, the first group performed better than the latter one, while in the courses independent of the mentioned skills, the two groups of children’s performance was almost the same.
Key words: Preschool Education, Persian Language Arts, Academic Achievement, Bilingualism
