Coherence Analysis of Iranian M.A. Students’ Comprehension and Production of English Relative Clauses
محورهای موضوعی : نشریه زبان و ترجمه
Masoomeh Benshams
1
,
Firooz Sadighi
2
,
Mohammad Falahati Qadimi Fumani
3
,
Naser Rashidi
4
1 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3 - Department of Computational Linguistics, Regional Information Center for Science and Technology (RICeST), Shiraz, Iran
4 - Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
کلید واژه: Discourse, production, coherence, comprehension, English relative clauses,
چکیده مقاله :
This study investigated whether English relative clauses play a significant role in textual cohesion, which is understood as textual connectivity and determination of sex and academic years in the perception and production of relative clauses of the Iranian EFL students. Therefore, 200 Iranian EFL language students (112 females and 88 males) majoring in English as a foreign language from Marvdasht and Shiraz Islamic Azad universities took two researcher-made tests, namely a reading comprehension test of 20 items and a writing test. Miltsakaki’s (2003) rules for pronoun resolution were utilized to score students’ answers. Semi-structured interviews were conducted with 30 English students to cross-validate the results of the tests conducted by the researchers. The results suggested that English relative clauses have an essential role in textual cohesion, which is understood as textual connectivity. The Kolmogorov-Smirnov Test and Mann-Whitney Test manifested that sex and academic year did not significantly affect Iranian EFL M.A. students’ understanding and production of relative clauses. The results of this study are of critical pedagogical implications for English as Foreign Language teachers, students, and course designers.
هدف اصلی این پژوهش یافتن تاثیر جمله واره های انگلیسی بر روی انسجام متن درک مطلب و نگارش بوده است. هدف دیگر پژوهش یافتن تاثیر جنسیت و سال تحصیلی دانشجویان کارشناسی ارشد بر نمرات کلی آنها در آزمون بوده است. 200 دانشجو(112 مرد و 88 زن) به سوالات درک مطلب و نگارش جمله واره های انگلیسی پاسخ دادند. برای تصحیح کردن آزمون نگارش جمله واره های انگلیسی از الگوریتم میلتساکاکی (2003) استفاده شد. مصاحبه شبه ساختاری با 30 دانشجو صورت گرفت تا نتایج بدست آمده توسط محققان تایید گردد. نتایج یافته ها با استفاده از ابزارهای آماری همچون مجذور کای و روش آماری تست من ویتنی نشان داد که جمله واره های انگلیسی بر روی انسجام و پیوستگی متن تاثیر داشته است. اما جنسیت و سال تحصیلی روی نمرات کل دانشجویان تاثیری نداشته است. نتایج این مطالعه دارای پیامدهای مهم آموزشی برای معلمان زبان انگلیسی ، دانشجویان و طراحان دوره های آموزشی است.
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