MỐI QUAN HỆ GIỮA SÁNG TẠO VÀ SỰ ĐẮC THỤ NGỮ PHÁP TRONG HỌC TIẾNG ANH CỦA HỌC SINH TRUNG HỌC CƠ SỞ Ở VIỆT NAM

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Tác giả: Kiên Phạm Trung

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2024

Mô tả vật lý: tr.70-85

Bộ sưu tập: Metadata

ID: 402276

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Creativity is a concept that has attracted researchers in applied linguistics recently (Dörnyei & Ryan, 2015). It has been proved to be associated with a number of variables in language learning such as the use of coordination (McDonough et al., 2015), communication strategies (Pipes, 2019), speaking performance (Suzuki et al., 2022). There seems, however, to be little research examining the relationship between creativity and other linguistic variables such as grammar or vocabulary. To fill in the gap, this study examined the association between creativity and grammatical acquisition of new forms. Eighty-nine secondary schools’ students at elementary level were invited to complete two tasks: an alternative use task to measure creativity and a grammaticality judgment task to measure their grammatical acquisition of new forms. A Pearson-product moment correlation was used to analyze the data and the study reveals no relationship between creativity and grammatical acquisition of new forms. There is also no relationship between sub-measures of creativity and the grammatical acquisition. This study also argues that students who are not naturally creative can learn language effectively, which could be considered beneficial from pedagogical perspectives. The findings also show that creativity might not emerge in monologic tasks, suggesting the use of task-based teaching should be promoted in language classrooms to foster students’ creativity and language ability. Some pedagogical implications were also offered.Sáng tạo là một khái niệm gần đây đang thu hút các nhà khoa học trong ngôn ngữ học ứng dụng (Dörnyei & Ryan, 2015). Sáng tạo được chứng minh có tương quan với các biến trong học ngôn ngữ như sáng tạo và sử dụng ngôn ngữ phối hợp (McDonough et al., 2015), chiến lược giao tiếp (Pipes, 2019), kĩ năng nói (Suzuki et al., 2022). Tuy nhiên, rất ít nghiên cứu điều tra về mối quan hệ giữa sáng tạo và các biến ngôn ngữ như từ vựng hay ngữ pháp. Để lấp đầy khoảng trống này, nghiên cứu này tìm hiểu về mối tương quan giữa sáng tạo và sự đắc thụ ngữ pháp. 89 học sinh trung học cơ sở được mời tham gia nghiên cứu bằng cách hoàn thành hai nhiệm vụ: một bài nhiệm vụ về các cách sử dụng thay thế nhằm đo lường sự sáng tạo và một bài đánh giá ngữ pháp để đo lường sự đắc thụ ngữ pháp. Nghiên cứu sử dụng tương quan Pearson để phân tích số liệu. Kết quả chỉ ra rằng không có mối liên hệ giữa sáng tạo và việc học ngữ pháp của học sinh. Cũng không có bất kì mối quan hệ nào giữa các khía cạnh phụ của sáng tạo và sự đắc thụ ngữ pháp. Bài báo tranh luận rằng học sinh dù không có khả năng sáng tạo tự nhiên vẫn hoàn toàn có thể học ngữ pháp hiệu quả, điều này được cho là có lợi dưới góc nhìn giáo dục. Kết quả cũng chỉ ra rằng sáng tạo dường như không xuất hiện ở các nhiệm vụ đơn lẻ được thực hiện một mình, gợi ý rằng việc sử dụng phương pháp giảng dạy theo nhiệm vụ nên được khuyến khích hơn trong các lớp học ngoại ngữ để thúc đẩy sự sáng tạo và khả năng ngôn ngữ của học sinh. Một vài gợi ý trong giảng dạy cũng được đưa ra ở bài báo này.

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