چکیده:
فراگیری یک زبان در محیط خارجی که امکان بکارگیری زبان را بسیار کاهش میدهد با مشکلات زیادی مواجه است. به عنوان مدرس
زبانهای خارجی ملاحظه مینمائیم که دانشجویان این رشته بیشتر وقت خود را صرف حفظ کردن لغات و متون نوشتاری میکنند و
کمتر مجالی برای به کارگیری این عناصر زبانی (آموختههای خود) در موقعیت های واقعی پیدا میکنند و این امر باعث میشود که
دانشجویان اصل توانش ارتباطی را فراموش کنندو در این زمینه موفق نباشند، بعبارتی دیگر در کلاسهای درس قواعد و هنجارهای
فرهنگی اجتماعی حاکم بر زبان کنار گذاشته میشود و صرفا قواعد گرامری و واژگان و احیانا تلفظی خاص تدریس میگردد. در این
تحقیق سعی بر آن است که برآوردی از موفقیت و توانایی دانشجویان ایرانی را در حوزه توانش ارتباطی بعمل آوریم.
خلاصه ماشینی:
مقدمه: Sociolinguistic and Grammatical Competencies in EFL learners Learning a new language is a difficult job, especially when it is to be carried out in a foreign language situation; the reason being that a "foreign language situation" provides language learners with little authentic communication in the foreign language.
Here, the main question is this : If it is true that through reading stories or watching films in English a language learner develops more advanced grammatical skills (which show themselves in his / her ability in reading and structure), can we expect the same practice (reading stories, watching films) to have a simultaneous effect of producing a sociolinguistically more competent learner?
Hypothesis 1 There is no significant relationship between EFL learners grammatical and sociolinguistic competencies.
Hypothesis 2 There is no significant difference between EFL learners sociolinguistic performance regarding their level of grammatical competence.
These two tests were selected based on the fact that they were to be administered to subjects with different levels of abilities both in grammatical competence and in sociolinguistic competence.
Based on the theoretical foundation of functional tests, the test was used to assess the level of sociolinguistic competence of the EFL learners.
Besed on their performance on the Grammatical test, the subjects were divided into three levels; elementary, intermediate and advanced.
This value is not statistically significant and shows that although the advanced group, on the functional test, did better than the other two groups: there is no one - to - one relatioship between grammatical performance and sociolinguistic performance at the advanced level.