تأثیر ساختار متن بر عملکرد خواندن و درک مطلب زبان آموزان ایرانی در آزمون‌های چهار جوابی و کلوز
محورهای موضوعی : روانشناسی تربیتیهدایت اسلامی 1 , مهناز سعیدی 2 , سعیده آهنگری 3
1 - گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2 - گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
3 - گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
کلید واژه: ساختار متن, روش پاسخ دهی, چهارجوابی, کلوز,
چکیده مقاله :
این تحقیق به منظور بررسی عملکرد زبان آموزان ایرانی در آزمون‌های خواندن و درک مطلب دارای ساختارهای متنی و روش‌های پاسخ‌دهی متفاوت انجام گرفته است. شرکت‌کنندگان این تحقیق ۲۲۸ نفر از دانشجویان زبان بودند که شامل ۸ گروه و بر اساس آزمون مهارت زبانی پت انتخاب شدند. چهار نوع ساختار متنی ترتیب زمانی،توصیفی، علیت و حل مسئله انتخاب و بر اساس این متون،دو نوع آزمون با شیوه پاسخ‌دهی چهارجوابی و چهارجوابی کلوز تهیه و به دانشجویان داده شد. نتایج بدست آمده نشان داد که در هر دو روش پاسخ‌دهی عملکرد دانشجویان در متون دارای انسجام متنی ساده (ترتیب زمانی و توصیفی) بهتر از عملکرد آنان در متون دارای انسجام متنی پیچیده (علیت و حل مسئله) است. علاوه بر این،عملکرد دانشجویان در روش پاسخ دهی چهارجوابی بطور معنی‌دار بهتر از عملکرد آنها در روش پاسخ‌دهی چهارجوابی کلوز در تمامی چهار نوع ساختار متنی بود. در پایان چنین نتیجه‌گیری شد که دانشجویان در ساختارهای متنی ترتیب زمانی و توصیفی عملکرد بهتری نسبت به ساختارهای متنی علیت و حل مسئله در هر دو روش پاسخ‌دهی دارند و همچنین در روش پاسخ دهی چهارجوابی بهتر از روش پاسخ‌دهی چهارجوابی کلوز در هر چهار نوع ساختار متنی هستند. معلمان می‌توانند با بهره‌گیری از نتایج این تحقیق و از طریق انتخاب بهترین روش پاسخ‌دهی برای متون دارای ساختار متنی متفاوت عملکرد دانشجویان خود را در خواندن و درک مطلب بهبود بخشند
This study was an attempt to investigate Iranian EFL students' performance on reading comprehension tests with different text structures and response formats. The participants of the study included 228 students, comprising eight groups, selected based on the Preliminary English Test (PET). Four types of text structures, time sequence (T), description (D), causation (C), problem-solution (P) were selected and two types of response formats, Multiple-Choice Questions (MCQ) and Multiple-Choice Cloze tests (MCC), based on the four text structures were developed and administered to the eight groups. The results revealed that in both response formats, the students' performance on the more loosely organized text structures (T and D) was better than their performance on the more tightly organized ones (C and P). Furthermore, the students' performance on MCQ was significantly better than on MCC response format across all four text structures. The results of the study suggested that students performed better on T and D text structures compared to C and P in both response formats and that their performance on MCQ response format was better than their performance on MCC across all four text structures. The results of the study suggest that teachers and test developers can boost their students' performance on reading comprehension tests by choosing the most appropriate response formats for different text structures
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