دو روش خواندن : تأثیر خواندن سایه‌ای و خواندن راهبردی مشارکتی بر عملکرد خواندن و درک مطلب زبان آموزان
محورهای موضوعی : روانشناسی تربیتی
مریم باباپور باباپور
1
(گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
سعیده آهنگری
2
(گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
توران آهور
3
(گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
کلید واژه: خواندن و درک مطلب, خواندن سایه‌ای, خواندن راهبردی مشارکتی,
چکیده مقاله :
هدف این تحقیق بررسی تأثیر خواندن سایه‌ای و خواندن راهبردی مشارکتی بر عملکرد خواندن و درک مطلب زبان آموزان ایرانی در سطح مقدماتی بود. محققان 3 کلاس در سطح مقدماتی در کانون زبان ایران که شامل 90 زبان‌آموز مؤنث بود را انتخاب کردند و آنها را به صورت تصادفی به دو گروه تحقیق و یک گروه شاهد تعیین کردند. همگنی آنها در مهارت درک مطلب از طریق پیش آزمون برگرفته از آزمون کت تأیید شد و 66 زبان‌آموز (22 نفر در هر کلاس) برای شرکت در تحقیق انتخاب شدند. سپس گروه‌های تحقیق به مدت 10 جلسه در خواندن سایه‌ای یا خواندن راهبردی مشارکتی شرکت کردند. در حالی که گروه شاهد تدریس معمول خواندن را دریافت کردند. در پایان همان پیش‌آزمون درک مطلب کت به عنوان پس‌آزمون به زبان‌آموزان داده شد. تحلیل آماری داده‌های پس‌آزمون نشانگر پیشرفت معنی‌دار گروه‌های تحقیق در مهارت درک مطلب بود. گروه خواندن راهبردی مشارکتی عملکرد بهتری نسبت به دو گروه دیگر داشت و گروه خواندن سایه‌ای عملکرد بهتری نسبت به گروه شاهد داشت. کاربردهای آموزشی خواندن سایه‌ای و خواندن راهبردی مشارکتی در پیشرفت مهارت درک مطلب زبان‌آموزان بیان شده‌اند.
The purpose of this study was to investigate the effect of various reading interventions (SHR and CSR) on elementary adult EFL learners' reading comprehension. To this end, the researchers selected 3 intact elementary adult female classes including 90 learners based on their performance on Iran Language Institute Placement Test (ILI) and randomly assigned them as the control and experimental groups. Their homogeneity was assessed based on a pre-test taken from the reading section of Key English Test(KET) and 66 learners, that is, 22 in each class were selected as the participants of the study. Later, the experimental groups were exposed to one of the intended treatments, SHR or CSR, for ten sessions, while the control group received only regular classroom reading instruction. Finally, the learners were given the same KET test used in pre-test as the post-test to measure their reading skill. The findings of one-way ANOVA revealed that CSR group surpassed the other two groups and SHR group outperformed the control group. The implications are discussed in terms of the efficacy of CSR and SHR in enhancing EFL learners' reading comprehension.
Anderson, N. L. (2012). Reading instruction. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 218-225). New York: Cambridge University Press.
Azimi Amoli, F., & Ghanbari, F. (2013). The effect of conversational shadowing on enhancing Iranian EFL learners’ oral performance based on accuracy. Journal of Advances in English Language Teaching, 1(1), 12-23.
Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade students. Journal of Educational Psychology, 88(1), 18–37
Chung, D. (2010). The effect of shadowing on English listening and speaking abilities of Korean middle school students. English Teaching, 65 (3), 97-127.
Commander, M., & de Guerrero, M. C. M. (2012). Shadow-reading in the ESL classroom: A brief report. PeerSpectives, 9, 8-11. Retrieved from http://peerspectivesonline.org/current-issue/.
Commander, M., & de Guerrero, M. C. M. (2013). Reading as a social interactive process: The impact of shadow‐reading in L2 classrooms. Reading in a Foreign Language, 25(2), 170– 191. Retrieved from http://nflrc.hawaii.edu/rfl/October2013/.../commander.pdf
Dillenbourg, P. (1999). Collaborative learning: Cognitive and computational approaches. Advances in Learning and Instruction Series. New York, NY: Elsevier Science, Inc.
Dole, J.A., Duffy, G.G., Roehler, L.R., & Pearson, P.D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239-264.
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf, & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Norwood, NJ: Ablex.
Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research,4(3), 193-220.
Hamada, Y. (2011a). Improvement of listening comprehension skills through shadowing with difficult materials. The Journal of Asia TEFL, 8(1), 139–162.
Hamada, Y. (2011b). A study on a learner-friendly shadowing procedure. Journal of the Japan Association for Developmental Education, 6(1), 71–78.
Hamada, Y. (2014). The effectiveness of pre- and post-shadowing in improving listening comprehension skills. The Language Teacher, 38(1), 3-10.
Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: cooperative, competitive, and individual learning. Boston: Allyn and Bacon.
Kadota, S., & Tamai, K. (2004). English shadowing. Tokyo: Cosmopier.
Kadota, S. (2007). Science of shadowing, oral reading, and English acquisition. Tokyo: Cosmopier.
Karabuga, F., & Kaya, E. S. (2013). Collaborative strategic reading practice with adult EFL learners: A collaborative and reflective approach to reading. Procedia-Social and Behavioral Sciences, 106, 621-630.
Keene, E. O., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann.
Khonamri, F., & Karimabadi, M. (2015). Collaborative strategic reading and critical reading ability of intermediate Iranian learners. Theory and Practice in Language Studies, 5(7), 1375-1382. http://dx.doi.org/10.17507/tpls.0507.09
Kinoshita, T. (2005). The effect of shadowing on oral reading fluency (ORF) in JFL. Paper presented at the ATJ seminar 2005, Chicago. Retrieved May 2, 2007, from www.japaneseteaching.org/ATJseminar/2005/kinoshita.html
Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. Elementary School Journal, 96, 275–293.
Klingner, J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. Elementary School Journal, 99, 3–21.
Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through collaborative strategic reading (CSR). The Reading Teacher, 52, 738–747.
Klingner, J. K., & Vaughn, S. (2000). The helping behaviors of fifth graders while using collaborative strategic reading during ESL content classes. TESOL Quarterly, 34, 69–98. http://dx.doi.org/10.2307/3588097
Klingner, J. K., Vaughn, S., Argüelles, M. E., Hughes, M. T., & Ahwee, S. (2004).
Collaborative strategic Reading: “Real world” lessons from classroom teachers. Remedial and Special Education, 25, 291-302. http:// dx.doi.org/10.1177/07419325040250050301
McNamara, D. S. (2007). Reading comprehension strategies: Theories, interventions, and technologies. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Murphey, T. (2000). Shadowing and summarizing [NFLRC video #11]. Honolulu: University of Hawai’i, Second Language Teaching & Curriculum Center.
Murphey, T. (2001a). Exploring conversational shadowing. Language Teaching Research, 5, 128–155.
Otero, J., & Kintsch, W. (1992). Failures to detect contradictions in text: What readers believe versus what the read. Psychological Science, 3, 229–235.
Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J.A. & Kurita, J. A. (1989). Strategies that improve children’s memory and comprehension of text. The Elementary School Journal, 90, 4-32.
Pressley, M. (2006). Reading instruction that works: The case for balanced teaching (3rd ed). New York: The Guildford Press.
Reutzel, D. R., Smith, J. A., & Fawson, P. C. (2005). An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts. Early Childhood Research Quarterly, 20, 276–305.
Snow, C. (2002). Reading for understanding: Toward an R & D program in reading comprehension. Washington, D. C.: Rand Corporation.
Standish, L. G. (2005). The effects of collaborative strategic reading and direct instruction in persuasion on sixth-grade students’ persuasive writing and attitudes (Unpublished doctoral thesis), University of Maryland, College Park.
Vaughn, S., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., Mohammed, S. S., & Stillman-Spisak, S. J. (2011). Efficacy of collaborative strategic reading with middle school students. American Educational Research Journal, 48, 938-954 doi:10.3102/0002831211410305
Vaughn, S., Klingner, J. K., & Bryant, D. P. (2001). Collaborative strategic reading as a means to enhance peer-mediated instruction for reading comprehension and content area learning. Remedial and Special Education, 22 (2), 66-74.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, T. H. (2008). The effects of modified Collaborative Strategic Reading on EFL learners’ reading comprehension. Unpublished MA dissertation, National Changhua University of Education, Changhua, Taiwan.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
Wiltshier, J. (2007). Shadowing Plus: Stepping Stones to Fluency. The Language Teacher, 31(7), 43-44. Retrieved from jalt publications.org/files/pdf/the_language_teacher/07_2007tlt.pdf
Zakeri, E. (2014). The effect of shadowing on EFL learners’ oral performance in terms of fluency. International Journal of English Language Teaching, 2(1), 21-26.
Ziyaeemehr, Z. (2012). The efficacy of collaborative strategic reading on the reading comprehension of ESP learners. Higher Education of Social Science, 2(1), 38-42.
Zoghi, M., Mustapha, R., Tg Nor Rizan, Tg M. M. (2010a). Collaborative strategic reading with university EFL learners, Journal of College Reading and Learning, 41(1), 67-94.
Zoghi, M., Mustapha, R., Tg Nor Rizan, Tg M. M. (2010b). Looking into EFL reading comprehension. Procedia Social and Behavioral Sciences, 7(C), 439–445 doi: 10.1016/j.sbspro.2010.10.060
_||_Anderson, N. L. (2012). Reading instruction. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp. 218-225). New York: Cambridge University Press.
Azimi Amoli, F., & Ghanbari, F. (2013). The effect of conversational shadowing on enhancing Iranian EFL learners’ oral performance based on accuracy. Journal of Advances in English Language Teaching, 1(1), 12-23.
Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade students. Journal of Educational Psychology, 88(1), 18–37
Chung, D. (2010). The effect of shadowing on English listening and speaking abilities of Korean middle school students. English Teaching, 65 (3), 97-127.
Commander, M., & de Guerrero, M. C. M. (2012). Shadow-reading in the ESL classroom: A brief report. PeerSpectives, 9, 8-11. Retrieved from http://peerspectivesonline.org/current-issue/.
Commander, M., & de Guerrero, M. C. M. (2013). Reading as a social interactive process: The impact of shadow‐reading in L2 classrooms. Reading in a Foreign Language, 25(2), 170– 191. Retrieved from http://nflrc.hawaii.edu/rfl/October2013/.../commander.pdf
Dillenbourg, P. (1999). Collaborative learning: Cognitive and computational approaches. Advances in Learning and Instruction Series. New York, NY: Elsevier Science, Inc.
Dole, J.A., Duffy, G.G., Roehler, L.R., & Pearson, P.D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239-264.
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf, & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Norwood, NJ: Ablex.
Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research,4(3), 193-220.
Hamada, Y. (2011a). Improvement of listening comprehension skills through shadowing with difficult materials. The Journal of Asia TEFL, 8(1), 139–162.
Hamada, Y. (2011b). A study on a learner-friendly shadowing procedure. Journal of the Japan Association for Developmental Education, 6(1), 71–78.
Hamada, Y. (2014). The effectiveness of pre- and post-shadowing in improving listening comprehension skills. The Language Teacher, 38(1), 3-10.
Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: cooperative, competitive, and individual learning. Boston: Allyn and Bacon.
Kadota, S., & Tamai, K. (2004). English shadowing. Tokyo: Cosmopier.
Kadota, S. (2007). Science of shadowing, oral reading, and English acquisition. Tokyo: Cosmopier.
Karabuga, F., & Kaya, E. S. (2013). Collaborative strategic reading practice with adult EFL learners: A collaborative and reflective approach to reading. Procedia-Social and Behavioral Sciences, 106, 621-630.
Keene, E. O., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann.
Khonamri, F., & Karimabadi, M. (2015). Collaborative strategic reading and critical reading ability of intermediate Iranian learners. Theory and Practice in Language Studies, 5(7), 1375-1382. http://dx.doi.org/10.17507/tpls.0507.09
Kinoshita, T. (2005). The effect of shadowing on oral reading fluency (ORF) in JFL. Paper presented at the ATJ seminar 2005, Chicago. Retrieved May 2, 2007, from www.japaneseteaching.org/ATJseminar/2005/kinoshita.html
Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. Elementary School Journal, 96, 275–293.
Klingner, J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. Elementary School Journal, 99, 3–21.
Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through collaborative strategic reading (CSR). The Reading Teacher, 52, 738–747.
Klingner, J. K., & Vaughn, S. (2000). The helping behaviors of fifth graders while using collaborative strategic reading during ESL content classes. TESOL Quarterly, 34, 69–98. http://dx.doi.org/10.2307/3588097
Klingner, J. K., Vaughn, S., Argüelles, M. E., Hughes, M. T., & Ahwee, S. (2004).
Collaborative strategic Reading: “Real world” lessons from classroom teachers. Remedial and Special Education, 25, 291-302. http:// dx.doi.org/10.1177/07419325040250050301
McNamara, D. S. (2007). Reading comprehension strategies: Theories, interventions, and technologies. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Murphey, T. (2000). Shadowing and summarizing [NFLRC video #11]. Honolulu: University of Hawai’i, Second Language Teaching & Curriculum Center.
Murphey, T. (2001a). Exploring conversational shadowing. Language Teaching Research, 5, 128–155.
Otero, J., & Kintsch, W. (1992). Failures to detect contradictions in text: What readers believe versus what the read. Psychological Science, 3, 229–235.
Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J.A. & Kurita, J. A. (1989). Strategies that improve children’s memory and comprehension of text. The Elementary School Journal, 90, 4-32.
Pressley, M. (2006). Reading instruction that works: The case for balanced teaching (3rd ed). New York: The Guildford Press.
Reutzel, D. R., Smith, J. A., & Fawson, P. C. (2005). An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts. Early Childhood Research Quarterly, 20, 276–305.
Snow, C. (2002). Reading for understanding: Toward an R & D program in reading comprehension. Washington, D. C.: Rand Corporation.
Standish, L. G. (2005). The effects of collaborative strategic reading and direct instruction in persuasion on sixth-grade students’ persuasive writing and attitudes (Unpublished doctoral thesis), University of Maryland, College Park.
Vaughn, S., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., Mohammed, S. S., & Stillman-Spisak, S. J. (2011). Efficacy of collaborative strategic reading with middle school students. American Educational Research Journal, 48, 938-954 doi:10.3102/0002831211410305
Vaughn, S., Klingner, J. K., & Bryant, D. P. (2001). Collaborative strategic reading as a means to enhance peer-mediated instruction for reading comprehension and content area learning. Remedial and Special Education, 22 (2), 66-74.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, T. H. (2008). The effects of modified Collaborative Strategic Reading on EFL learners’ reading comprehension. Unpublished MA dissertation, National Changhua University of Education, Changhua, Taiwan.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
Wiltshier, J. (2007). Shadowing Plus: Stepping Stones to Fluency. The Language Teacher, 31(7), 43-44. Retrieved from jalt publications.org/files/pdf/the_language_teacher/07_2007tlt.pdf
Zakeri, E. (2014). The effect of shadowing on EFL learners’ oral performance in terms of fluency. International Journal of English Language Teaching, 2(1), 21-26.
Ziyaeemehr, Z. (2012). The efficacy of collaborative strategic reading on the reading comprehension of ESP learners. Higher Education of Social Science, 2(1), 38-42.
Zoghi, M., Mustapha, R., Tg Nor Rizan, Tg M. M. (2010a). Collaborative strategic reading with university EFL learners, Journal of College Reading and Learning, 41(1), 67-94.
Zoghi, M., Mustapha, R., Tg Nor Rizan, Tg M. M. (2010b). Looking into EFL reading comprehension. Procedia Social and Behavioral Sciences, 7(C), 439–445 doi: 10.1016/j.sbspro.2010.10.060