تأثیر آگاهی از ساختار متن بر درک مطلب و یادآوری مکتوب متون استدلالی در فراگیران ایرانی زبان انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

گروه زبان و ادبیات انگلیسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران

چکیده

پژوهش حاضر به بررسی تأثیر آموزش صریح ساختار متن بر درک مطلب و یادآوری مکتوب زبان‌آموزان ایرانی پرداخته‌ است. افزون بر این، در این مطالعه تأثیر آگاهی از ساختار متن در بین فراگیران ایرانی با سطح توانش خوانداری بالا و پایین مورد بررسی قرار گرفته ‌است. با توجه به این اهداف، 40 دانشجوی دورۀ لیسانس به­صورت تصادفی به دو گروه آزمایش (18 نفر) و کنترل (22 نفر) تقسیم شدند. جهت اطمینان از همگن بودن دو گروه، یک آزمون درک مطلب با 30 سؤال چهار گزینه‌ای و یک فعالیت یادآوری مکتوب آزاد آنی مورد استفاده قرار ‌گرفتند. همچنین، به منظور تقسیم شرکت‌کنندگان به گروه‌هایی با توانش خوانداری بالا و پایین از آزمون توانش خوانداری انگلیسی پیشرفتۀ کمبریج استفاده شد. روش مورد مطالعه آموزش ساختار متن استدلالی بر اساس مدل استدلالی تولمین (1958) بود. در نهایت، پس‌آزمون درک مطلب استدلالی و پس‌‌آزمون یادآوری مکتوب جهت بررسی تأثیر روش مورد نظر به‌کار گرفته‌ شدند. تجزیه و بررسی داده‌ها با استفاده از آزمون تی دو نمونه مستقل انجام گرفت. نتایج به­دست‌آمده حاکی از پیشرفت درک مطلب متون استدلالی به واسطۀ آموزش صریح ساختار متن بود. اما از منظر توانایی یادآوری مکتوب هیچ تفاوت معناداری بین دو گروه گزارش نشد. بایستۀ ذکر است که در این تحقیق تفاوت معناداری در تأثیر آموزش صریح ساختار متن بر درک مطلب متون استدلالی بین فراگیران زبان خارجی با سطوح توانش خوانداری بالا و پایین گزارش شد. در انتهای این مقاله، کاربرد‌های آموزشی این مطالعه مطرح شده‌اند و پیشنهاداتی جهت پژوهش‌های مشابه در اختیار پژوهندگان و علاقه‌مندان قرار ‌گرفته‌اند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effect of Text Structure Awareness on Iranian EFL Learners’ Reading Comprehension and Written Recall of Argumentative Texts

نویسندگان [English]

  • Mahdi Ghaseminezhad Bahramabadi
  • Farrokhlagha Heidari
Department of English Language and Literature, University of Sistan and Baluchestan, Zahedan, Iran.
چکیده [English]

The present study probed the effect of explicit text structure instruction on argumentative reading comprehension and written recall of Iranian EFL learners. Furthermore, it tried to find out whether the effect of text structure awareness was significantly different between learners at high and low reading ability. To achieve these goals, 40 English undergraduate students were randomly assigned into two experimental (n=18) and control (n=22) groups. To ensure the homogeneity of the two groups, a thirty-multiple-choice-item reading comprehension test and a free immediate written recall task were implemented. Furthermore, a Cambridge Advanced English (CAE) paper reading ability test was used for dividing the participants into high and low reading ability. The treatment was the instruction of argumentative text structure based on Toulmin's (1958) model of argumentation. Finally, the post-test on argumentative reading comprehension and the post-task on argumentative written recall were administered on the two groups to show their comprehension and recall of argumentative texts after the instruction. Independent-samples t-tests were run to analyze the data. The findings of the study suggested that explicit instruction of text structure enhanced learners' reading comprehension; however, no significant difference was indicated for written recall ability between the two groups. It should be mentioned that a significant difference was observed with regard to the effect of explicit instruction of text structure on reading comprehension of argumentative texts for learners at high and low level of reading ability. The pedagogical implications of the study as well as suggestions for further research are reported at the end.

کلیدواژه‌ها [English]

  • Explicit Instruction
  • Text Structure
  • Reading Comprehension
  • Reading Ability
  • Argumentative Texts
  • Written Recall

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پژوهشهای زبانشناختی در زبانهای خارجی
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