تاثير تقليد در تئوري اجتماعي-فرهنگي ويگاتسكي بر بهبود استقلال در مهارتهاي توصيف نمودار و صحبت كردن زبان آموزان ايراني سطح متوسط
The Impact of Vygotsky’s Sociocultural Theory of Imitation on Developing Autonomy in ‘Graph Description’ and Speaking Skills of Iranian Intermediate EFL Learners
In spite of the recent surge of interest in different approaches in teaching writing and speaking in English, the research about the effect of imitation in Vygotsky’s Sociocultural Theory (SCT) on improving aforementioned skills and its effect on learners’ autonomy have remained scanty. Accordingly, the present study aimed at investigating the effect of that theory on improving learners’ ‘graph description’ (as a part of writing skill in English) and speaking skill in English along with investigating its effect on learners’ autonomy. To provide empirical evidence for the study, participants of the experimental group were asked to answer a questionnaire by Zhang and Li (2004). The data was collected from both experimental and control groups of the study each including 25 participants. The experimental group received teaching based on imitation in the theory in question, but participants in the control group, who were taught through conventional methods, received no instruction of the target feature. Obtained results revealed that imitation in Vygotsky’s sociocultural theory had significant effect on experimental group’s skills and autonomy and they outperformed learners in the control group. Taken together, the study provided evidence for the efficiency of Vygotsky’s mentioned theory on improving learners’ ‘graph description’ and speaking skills as well as their autonomy.