Vision 3 vis-à-vis Learning to Read: A Taxonomy-Based and Teacher-Oriented Evaluation of Reading Comprehension Skill

محورهای موضوعی : English Language Teaching (ELT)

مودت سعیدی ¹ , مرتضی ماروی ² , نیلوفر کرمی ³

1 - گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران
2 - گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران
3 - گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران

تاریخ دریافت : 1400/12/26 تاریخ پذیرش : 1400/12/26 تاریخ انتشار : 1401/01/12

کلید واژه: Content Questions, Language Questions, Reading Comprehension Questions, Vision 3, Affect questions, learning to read,

چکیده مقاله :

Reading passages act as the locus of comprehensible input in the English language teaching materials and are mostly followed by a host of activities to ensure the learners’ comprehension. The current study aimed to carry out a comparative evaluation of Vision 3 and Learning to Read (i.e., English for Pre-university Students) in terms of the reading sections. To this end, Freeman’s taxonomy of reading comprehension questions was used. To enrich the quantitative data, thirty-two English teachers were also interviewed. The results revealed the prevalence of Language questions in both textbooks. However, the least common types of questions were Affect and Content in the old and new textbook, respectively. The results of Chi-square tests unfolded a significant difference between the two textbooks in terms of three categories of questions. The analysis of the teachers’ responses corroborated the findings of the quantitative phase. The teachers seemed satisfied with the inclusion of more Affect questions in Vision 3; nevertheless, they believed that the new English textbook needed to be revised in terms of the quantity and quality of reading texts and tasks in order to shape and expand the students’ reading comprehension skills. The findings carry pedagogical implications for the materials developers and English teachers.

چکیده انگلیسی:

متون موجود در کتابها به عنوان منبع غنی درونداد قابل فهم برای یادگیری زبان انگلیسی محسوب شده و عمدتا همراه با فعالیتهایی هستند که برای اطمینان حاصل کردن از درمک مطلب ارائه می شوند. با توجه به اهمیت مهارت خواندن برای دانش آموزان کلاس دوازدهم به عنوان دانشجویان آتی، مطالعه ی حاضر به ارزیابی و مقایسه ی بخش مربوط به مهارت خواندن در کتاب ویژن ۳ و کتاب زبان انگلیسی پیش دانشگاهی پرداخته است. از دسته بندی فریمن برای فعالیتهای خواندن و درک مطلب استفاده شده است. برای غنا بخشیدن به بخش کمی ، ۳۲ معلم پایه ی دوازدهم که سابقه ی تدریس دو کتاب را داشتند مورد مصاحبه قرار گرفتند. نتایج نشان داد که سوالات مربوط به مهارت های زبانی بیشترین فراوانی را در هر دو کتاب داشته اند. کمترین فراوانی به ترتیب مربوط به فعالیتهای مربوط به عواطف و محتوا درکتاب قدیم و جدید بوده است. نتایج آزمون خی دو تفاوت معناداری میان این دو کتاب از نظر سه دسته فعالیت مربوط به مهارت خواندن نشان داد. تحلیل پاسخ معلمان به سوالات مصاحبه نیز تایید کننده ی نتایج بخش کمی مطالعه بود. معلمان از گنجانده شدن سوالات بیشتر مربوط به عواطف در کتاب ویژن ۳ ابراز رضایت داشتند اما بر این باور بودند که کتاب جدید باید از نظر کمیت و کیفیت متن ها و فعالیتهای مربوط به مهارت خواندن و درک مطلب مورد بازنگری قرار گیرد تا بتواند مهارتهای خواندن دانش آموزان را تقویت نماید. یافته ها برای تهیه مطالب درسی و معلمان کاربردهای آموزشی دارد.

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