Comparative Critical Reading Strategy and Writing Achievement of Iranian EFL Learners
محورهای موضوعی : language teaching
مژگان رشتچی
1
(Islamic Azad University - North Tehran Branch)
محمد آقاجان زاده
2
(Islamic Azad University - North Tehran Branch)
کلید واژه: Critical Reading, Writing Ability, Comparative Strategy,
چکیده مقاله :
The present study was undertaken to investigate the impact of comparative critical reading strategy on the writing ability of Iranian learners who were learning English as a foreign language (EFL). In order to carry on the study, 60 participants (25 males and 35 females aged between 19 to 27) at intermediate level of language proficiency were randomly assigned to two groups; that is, the experimental and control groups. The participants in the experimental group experienced critical reading by comparing texts, whereas the members of the control group practiced reading texts in the traditional way and answered comprehension questions. The results of the comparisons between the means of the two groups through t-tests proved that practicing comparative critical reading strategy had a significant effect on the improvement of the writing ability of the experimental group. However, the comparison between the means showed no significant difference in the reading ability of the two groups.
هدف از انجام این پژوهش بررسی تاٌثیر راهکار خواندن انتقادی تطبیقی بر مهارت نوشتاری زبان آموزان ایرانی است. به همین منظور شصت زبان آموز دختر و پسر بین سنین 19 تا 27 به طور تصادفی به دو گروه شاهد و تجربی تقسیم شدند. اعضای گروه تجربی متن هایی را که از نظر موضوع شبیه به هم بودند خواندند و مقایسه کردند، در حالی که گروه شاهد مهارت خواندن را به شیوه متداول تمرین کردند، یعنی متن ها را خواندند و به سوالات درک مطلب پاسخ دادند. نتایج حاصل از بررسی آماری نشان داد خواندن انتقادی تطبیقی بر توانایی نوشتاری زبان آموزان در گروه تجربی تاٌثیر معنادار دارد. مقایسه ی مهارت خواندن دو گروه نشان داد تفاوت معناداری بین توانایی خواندن دو گروه وجود ندارد. به عبارت دیگر خواندن انتقادی تطبیقی روشی موٌثر برای بهبود توانایی نوشتاری است ولی مزیتی بر روش های معمول خواندن ندارد.
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