بررسی تأثیرآموزش دانش پیش زمینه‌ای بین فرهنگی بر مهارت خواندن زبان آموزان ایرانی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فرهاد قربان دردی نژاد
1
(1استادیار گروه زبان انگلیسی دانشگاه شهید رجایی، تهران، ایران)
زهرا بیات
2
(2کارشناس ارشد رشته آموزش زبان انگلیسی، دانشگاه شهید رجایی، تهران، ایران)
کلید واژه: دانش پیش زمینه بین فرهنگی, زبان آموزان, فرهنگ, مهارت خواندن, طرحواره ذهنی,
چکیده مقاله :
پژوهش حاضر به بررسی تأثیر دانش پیش زمینه‌ای بین فرهنگی برمهارت خواندن زبان آموزان ایرانی می‌پردازد. جامعه آماری شامل تمامی زبان آموزان دختر (5000 نفر) آموزشگاه‌های زبان انگلیسی در سطح سبزوار بودند. نمونه‌گیری از نوع احتمالی ساده بود و نمونه تحقیق 60 زبان آموز دختر بودند که با بهره‌گیری از جدول اعداد تصادفی مورگان انجام شد. ابزار تحقیق شامل پیش آزمون تعیین سطح نلسون(Fowler and Coe, 1976) ، پنج متن خواندن درباره ی عناوین فرهنگی برای اجرا در طول دوره آزمایش و یک پس آزمون خواندن محقق ساخته به عنوان پس آزمون اصلی بود. پایایی پس ـ آزمون مورد نظر با محاسبه آلفای کرونباخ 82/0 تعیین و روایی آن توسط اساتید آموزش زبان انگلیسی تأیید شد. برای پاسخ‌گویی به سؤالات تحقیق از روش‌های آماری آزمون تی مستقل و تحلیل واریانس مانووا (MANOVA) با بهره‌گیری از از نرم افزار SPSS نسخه 19 استفاده شد. نتایج تحقیق، نشان دهنده تأثیر معنادار دانش پیش زمینه‌ای بین فرهنگی (t(58)=-8.511 p<0.05 ) در مهارت خواندن زبان آموزان بود. آگاهی از برخی خرده فرهنگ‌های کشورهای انگلیسی زبان مانند روابط و آداب معاشر و نگهداری از حیوانات خانگی تأثیر معناداری در مهارت خواندن متون مرتبط با این خرده فرهنگ‌ها دارند و در نهایت دانش پیش زمینه‌ای فرهنگی از تعطیلات رسمس انگلیسی زبانان در سطح بعدی اهمیت لحاظ شد.
The recent research was considered the effect of inter-cultural background knowledge on Iranian learners' reading skills. The population included all the girls’ students (5000 students) in Sabzevar English Institutes. By using simple probability sampling 60 girls’ students selected by Morgan’s random numbers. The research instruments included Nelson placement pretest (Flower and Coe, 1976), five reading texts about cultural topics to do during the experiment term and a research- made reading posttest as a main posttest. The posttest reliability was determined 82% by Cranach alpha and its validity was confirmed by English teaching professors. Independent T test and MANOVA variance analysis were used by using SPSS 19. The research results showed that the meaningful effect of inter-cultural background knowledge ( t(58)= -8.511) p˂0.08) in the students’ reading. Knowing about some sub-cultures in English language countries like etiquette and keeping pet have a meaningful effect on reading texts related to sub- cultures and finally the inter-cultural background knowledge from the English languages holidays was considered in the next level.
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