The Effects of Text-Structure Awareness on Reading Comprehension of Iranian EFL Learners

محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)

عزیزه چالاک ¹ (استادیار گروه انگلیسی دانشگاه آزاد اسلامی، واحد خوراسگان)
نسیم صدر ² (کارشناس ارشد گروه زبان انگلیسی دانشگاه آزاد اسلامی، واحد خوراسگان)

تاریخ دریافت : 1393/03/18 تاریخ پذیرش : 1393/03/18 تاریخ انتشار : 1391/07/10

کلید واژه: reading comprehension, Expository text, Text-structure, Awareness raising,

چکیده مقاله :

This study aimed at determining the relative efficacy of text-structure strategy instruction, compared to that of traditional instruction, on the reading comprehension of Iranian EFL learners. Forty Iranian advanced participants (23 male and 17 female students) participated in this study. They were divided into 2 groups including a control group and an experimental group. To choose advanced language students with no statistically significant differences in reading skill and no text-structure knowledge, both groups were pretested with an Oxford Placement Test (OPT), a text-structure knowledge test, and the reading section of TOEFL, respectively. Then, during 4 weeks, the students in both groups were taught reading comprehension through 4 passages. The students in the control group were taught traditionally and the students in the experimental group were taught through text-structure awareness instruction. At the end of the fourth week, the students were post-tested to determine the effects of the intervention program. The results revealed that the reading comprehension of both groups improved significantly; however, the text-structure awareness instruction group outperformed the traditional instruction group significantly.

چکیده انگلیسی:

هدف از این تحقیق تعیین تأثیر آموزش ساختار متن، به عنوان یک استراتژی، بر مهارت خواندن آمو زندگان زبان خارجه ایرانی در مقایسه با روش سنتی آموزش مهارت خواندن بود . چهل آموزنده ایرانی با سطح زبان پیشرفته، 23 مرد و 17 زن ، در این مطالعه شرکت کردند . آن ها به دو گروه تقسیم شدند : 20 نفر در گروه شاهد و 20 نفر در گروه آزمایش . برای انتخاب دانش آموزان پیشر فته که از نظر سطح زبان و دانش ساختار متن دارای اختلاف معنی دار آماری نباشند، هر دو گروه پیش از شروع برنامه به ترتیب توسط تست تعیین سطح آکسفورد، تست آگاهی از ساختار متن و تست خواندن آزمون تافل مورد ارزیابی قرار گرفتند . سپس در طی چهار هفته هر دو گروه مهارت خ واندن زبان خارجه را توسط چهار متن یکسان آموزش دیدند . دانش آموزان در گروه شاهد به طور سنتی آموزش دیدند در حالیکه دان ش آموزان در گروه آزمایش خواندن را توسط آموزش ساختار متن فرا گرفتند . در آخر هفته چهارم دانش آموزان هر دو گروه برای تعیین تأثیر برنامه آموزشی م ورد ارزیابی قرار گرفتند . نتایج این مطالعه نشان داد که با وجودی که هر دو گروه پیشرفت معن ی داری از نظر آماری داشتند، دانش آموزان در گروه آزمایش عملکرد بهتری از خود نشان دادند.

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