Schemata-Building Role of Teaching Word History in Developing Reading Comprehension Ability
محورهای موضوعی : language teaching
غلامرضا عباسیان
1
(Imam Ali University)
سعید مسکوکیان
2
(Isalmic Azad Uniersity, Garmsar Branch)
کلید واژه: Vocabulary, Word History, Schemata, Reading skill,
چکیده مقاله :
Methodologically, vocabulary instruction has faced significant ups and downs during the history of language education; sometimes integrated with the other elements of language network, other times tackled as a separate component. Among many variables supposedly affecting vocabulary achievement, the role of teaching word history, as a schemata-building strategy, in developing reading comprehension has received the least, if not any, attention. This study was an attempt, in fact, to explore the possibility of an integration of word history and reading comprehension ability of a group (No=100) of Iranian intermediate EFL learners. To conduct the study, 60/100 participants, identified as homogeneous members based on the Comprehensive English Language Test (CELT), were randomly divided them into two groups; an experimental and a control group. They were exposed to a teacher-made pretest and a post-test to check the participants' knowledge of word history and reading comprehension ability prior and posterior to the experiment. Pertinent statistical analyses proved that teaching word history plays both statistically and affectively, through enhancing motivation and attitude, meaningful schemata-building role in developing reading ability. Pedagogically, resort to word history may then be suggested as an effective and affective mechanism as far as teaching language skills, in particular reading, is concerned.
به لحاظ روش شناسی، تدریس واژگان در طول تاریخ آموزش زبان با فراز و نشیب قابل ملاحظه ای مواجه شده است. بدین معنا که زمانی تدریس واژگان با ارکان دیگر زبان تلفیق و زمانی دیگر بعنوان رکنی مجزا به آن پرداخته می شد. لیکن در فرایند تدریس و یادگیری واژگان متغیرهای متعددی تاثیر گذار میباشند که در این میان متغیر تاریخچه واژگان به عنوان راهکار طرح کلی که تصور میشود تأثیر بسزائی بر درک مطلب داشته باشد کمترین توجه را تا به حال به خود جلب کرده است.از اینرو، این پژوهش در حقیقت تلاشی است برای یافتن چنین تلفیقی در بین واژگان، تاریخچه واژگان و توانائی درک مطلب گروهی از زبان اموزان سطح متوسط ایرانی زبان انگلیسی. در این راستا، ، 60 نفر از زبان اموزان بر اساس آزمون جامع زبان انگلیسی (CELT)همگون شناخته شده وبصورت تصادفی به دو گروه شاهد و آزمایش تقسیم و به منظور حصول اطمینان از توانائی دانش تاریخچه واژگان و درک مطلب در دو آزمون قبل و بعد از آموزش شرکت کردند. بررسی های آماری مربوط نشان داد اختلاف معنا داری در میانگین نمرات زبان آموزان هر دو گروه وجود داشته وبر این اساس ادعا می شود که تدریس تاریخچه واژگان بعنوان راهکار طرح کلی نقش آموزشی و انگیزشی معناداری در ارتقا توانائی درک مطلب زبان آموزان دارد. از لحاظ آموزشی، تاریخچه واژگان هنوز می تواند به عنوان سازوکاری برای ترغیب زبان آموزان در فرایند یادگیری مهارتهای زبانی به ویژه مهارت خواندن مورد استفاده قرار گیرد.
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