Lexical Inferencing Strategy Instruction and the Development of Reading Comprehension: The Case of Iranian EFL Learners
محورهای موضوعی : language teachingزهرا حسن زاده 1 , نسرین حدیدی تمجید 2 , سعیده آهنگری 3
1 - گروه انگلیسی، واحد تبریز،دانشگاه آزاد اسلامی، تبریز، ایران
2 - گروه انگلیسی ، واحد تبریز ، دانشگاه آزاد اسلامی، تبریز ، ایران
3 - گروه انگلیسی، واحد تبریز،دانشگاه آزاد اسلامی، تبریز، ایران
کلید واژه: reading comprehension, lexical inferencing strategy,
چکیده مقاله :
Lexical inferencing has been recognized as an effective learning strategy in SLA. The present study investigated Iranian EFL learners’ development of reading comprehension as a result of exposure to lexical inferencing strategy instruction. To do so, 45 female participants studying in Simin Language Institute in Rasht, Iran were selected from among 60 students based on the results of a sample of Oxford quick Placement (OQP) test, who scored from 40 to 47. They were in two intact classes, assigned to one experimental (n=24) and one control group (n=21). The experimental group underwent the teaching of reading comprehension through lexical inferencing strategy to help learners infer the meaning of unknown words and promote their understanding of the text. However, the control group received the traditional instruction of reading comprehension concentrating on the translation of new words. The results of the pre- and post-tests of reading comprehension revealed the significant outperformance of the treatment group over the control group’s reading comprehension ability. It was concluded that lexical inferencing strategy teaching could develop the learners’ potential to improve their cognitive capacities in inferring the meaning of unknown words, which might be facilitative in their reading comprehension.
پژوهش حاضر به بررسی تاثیر استفاده از راهکارهای آموزشی استنتاج لغوی بر درک مطلب خواندن زبان آموزان ایرانی پرداخته است. به همین منظور 45 زبان آموز از آموزشگاه زبان انگلیسی سیمین واقع در شهرستان رشت از بین 60 نفر براساس تست OQP که نمراتشان بین 40 تا 47 بود به عنوان افراد شرکت کننده در تحقیق حاضر انتخاب شدند. زبان آموزان در دو کلاس یکی بعنوان گروه آزمایش (24 نفر) و دیگری گروه کنترل (21 نفر) بودند. در گروه آزمایش راهکار استنتاج لغوی جهت پیدا کردن معانی لغات جدید و ارتقاء سطح درک مطلب خواندن آنها تدریس و بکار گرفته شد. در گروه کنترل، آموزش درک مطلب خواندن بطور سنتی با تاکید بر ترجمه لغات جدید صورت میگرفت. نتایج پیش آزمون و پس آزمون درک مطلب خواندن حاکی از بهبود این توانایی در گروه آزمایش در مقایسه با گروه کنترل بود. بر مبنای یافته ها چنین نتیجه گیری گردید که راهکار استنتاج لغوی میتواند موجب بهبود توانایی های شناختی زبان آموزان در استنتاج معانی لغات جدید باشد که این به نوبه خود درک مطلب خواندن را میتواند تسهیل کند.
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