مقایسه ی الگوهای خواندن متون با طرح واره های فرهنگی آشنا و ناآشنا با استفاده از دستگاه ردیاب چشمی در فراگیران زبان انگلیسی

نوع مقاله: علمی پژوهشی

نویسندگان

1 دانشجوی دوره دکتری آموزش زبان انگلیسی پردیس البرز دانشگاه تهران و عضو هییت علمی گروه زبان انگلیسی دانشگاه علوم پزشکی زاهدان

2 دانشیار دانشکده زبان ها و ادبیات خارجی دانشگاه تهران ، ایران

چکیده

این پژوهش با هدف بررسی الگوهای خواندن متون با طرح واره های فرهنگی آشنا و ناآشنا به روش کیفی انجام شده است. حرکات چشمی تعداد 16 نفر از دانشجویان فارسی زبان در دو گروه 8 نفره ، مبتدی و پیشرفته از لحاظ سطح توانایی مهارتهای زبان انگلیسی ، با استفاده از دستگاه ردیاب چشمی مورد مطالعه قرار گرفت. نتایج به دست آمده از دستگاه ردیاب چشمی و مصاحبه ی شفاهی نشان می دهد که الف) الگوی پردازش خواندن دو گروه در دو متن با طرح واره های فرهنگی آشنا متفاوت است بطوریکه گروه پیشرفته بر روی قسمتهای آغازین و پایانی جملات متون نسبت به گروه مبتدی حرکات چشمی (پرش، خیرگی و بازگشت) کمتری داشتند. ب) گروه پیشرفته نیز همانند گروه مبتدی هنگام پردازش متون با طرح واره های فرهنگی ناآشنا همه ی قسمتهای متن را مورد بررسی قرار دادند. بدین معنی که طرح واره های فرهنگی ناآشنا ، فارغ از سطح شرکت کنندگان ، موجب تغییر الگوی پردازش خواندن و درک مطلب شده است.

کلیدواژه‌ها


عنوان مقاله [English]

A Comparison of Reading Processing Patterns of EFL Learners: An Eye-Tracking Study

نویسندگان [English]

  • Ali Reza Atashpanjeh 1
  • Majid Nemati 2
1 PhD Student of TEFL, Alborz Campus, University of Tehran, and Instructor of English Language Department, ZAUMS
2 Associate Professor, Faculty of Foreign Languages and Literature, University of Tehran, Iran
چکیده [English]

This study aimed to investigate the reading processing patterns of EFL learners applying Eye-tracker. 16 undergraduate students in two groups of advanced (n=8) and beginner (n=8) participated in this study. They were asked to read two types of readings as culturally familiar/unfamiliar schemata-oriented tasks defined for the eye-tracker. The obtained heat maps indicted that the advanced group skipped the onset and end of the sentences in culturally familiar tasks, while the beginners did not. On the other hand, in culturally unfamiliar tasks, both groups followed approximately the same patterns, that is, unfamiliar schemata had made the tasks more complex. As the next step, through an oral interview, the underlying causes of their eye movements were inquired and listed. The findings also asserted that the more unfamiliar schemata in the reading tasks, the more complex they will be for the learners. Syllabus designers while designing materials and EFL teachers in their teaching practice might consider the findings of this study.

کلیدواژه‌ها [English]

  • "Eye-tracking"
  • " Familiar/Unfamiliar Cultural Schemata"
  • "Reading Pattern"
  • "Eye Movements"
  • "EFL Learners"

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