استفاده از انواع اسکفولد در کلاس های خواندن: موقعیت ها ی تجربی مختلف

Subject Areas : All areas of language and translation

Noushin Asadipiran ¹ , Shahram Afraz ² , Seyyed Ayatollah Razmjoo ³

1 - Department of Languages and Literature, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
3 - Department of language and Linguistic, Shiraz University, Shiraz, Iran

Received: 2021-02-25 Accepted : 2021-07-17 Published : 2022-01-01

Keywords: توانایی خواندن, استراتژی خواندن, انواع داربست,

Abstract :

تحقیق ترکیبی حاضر برای اثبات انواع داربست در زبان آموزان زبان انگلیسی تهیه شده است.توانایی خواندن و استراتژی خواندن برای دستیابی به این هدف، یک طرح چند فازی اجرا شد وپژوهشگران در مجموع 80 نفر از دانشجویان مقطع متوسطه دانشگاه آزاد بندرعباس را انتخاب کردنددر ایران. نمونه به چهار گروه داربست نرم، گروه داربست سخت تقسیم شد..گروه داربست متقابل و گروه داربست مجازی. شرکت کنندگان این گروه ها یک نشستندپیش آزمون درک مطلب، پس آزمون درک مطلب، همراه با آزمون راهبردهای خواندن.علاوه بر این، خود گزارش‌ها و نمونه کارها و مشاهدات و یادداشت‌های محققین از طریقبرای تکمیل چک لیست ها استفاده شد. با توجه به رشد توانایی خواندن دانش آموزان، نتایجنشان داد که داربست های پیچیده بالاترین میانگین را در پس آزمون خواندن داشتند. با توجهبا مطالعه راهبردهای مطالعه، یافته‌ها نشان داد که درمان‌های مختلف داربست تأثیراتی بر روی آن دارد.توسعه راهبردهای جهانی، حل مسئله و حمایت از خواندن در میان فراگیران. درگروه داربست سخت بیشترین استفاده را از راهبردهای خواندن داشتند و سپس داربست مجازیگروه گروه های داربست متقابل و نرم به طور مشابه استفاده کمتری از راهبردهای خواندن داشتند. 

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