Effect of Scaffolded Differentiation Strategies on Inferential Reading Comprehension and Receptive Vocabulary Improvement of Intermediate Students
محورهای موضوعی : نشریه زبان و ترجمه
Masood Hasani
1
(
English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran
)
Ahmad Mohseni
2
(
English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran
)
Bahram Mowlaie
3
(
English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran
)
کلید واژه: scaffolding, Differentiated instruction, Receptive Vocabulary, Inferential Reading Comprehension,
چکیده مقاله :
This study tried to examine the effect of using scaffolded differentiation strategies on reading comprehension and vocabulary improvement of intermediate students. The effect of using scaffolded differentiation strategies on the reading strategy use of the intermediate students was also checked. The researcher selected 40 EFL learners with intermediate levels. They were mixed learners from the institutes in Tehran. Nelson proficiency test, screening test, diagnostic test, progress monitoring test, outcome test, and a close-ended questionnaire were used in the study. For the quantitative part, the selected students were randomly divided into four groups. Two were experimental groups and the rest were control ones. Each group consisted of 10 students. There were 15 sessions for the treatment. In the Experimental group the instructor used scaffolded differentiating strategies for improving the reading comprehension of the students and in the control group the teachers used ordinary methods. A test that subdivides the broad area into specific skills, in this case, inferential comprehension and receptive vocabulary was administered before and after the intervention. The questions were constructed in the related course of study. The result of the post-test showed that ‘Inferential reading’ and ‘Receptive vocabulary’ of the experimental group were noticeably greater than those of the control one. Data for the qualitative part was collected through the reading strategy inventory of MARSI (Mokhtari & Reichard, 2002). The reading strategy inventory was administered to 20 participants before the instruction and the instruction started, and after the instruction it was administered again. It consisted of 30 items that measured three factors: Global Reading Strategies (13 items), Problem-Solving Strategies (8 items), and Support Reading Strategies (9 items). The result of the posttest showed that the mean scores for the two subscales of ‘Global’ and ‘Supportive’ in the experimental group were noticeably greater than the mean scores in the control group but not for the other subscales of ‘Problem-solving’.
این پژوهش سعی دارد تأثیر استفاده از راهبردهای تمایز داربستی را بر درک مطلب و بهبود واژگان دانش آموزان متوسطه مورد بررسی قرار دهد. تأثیر استفاده از راهبردهای تمایز روی داربست بر استفاده از راهبرد خواندن دانش آموزان متوسط نیز بررسی شد. محقق 40 زبان آموز زبان انگلیسی با سطوح متوسط را انتخاب کرد. آنها دانش آموزان مختلط از مؤسسات تهران بودند. در این مطالعه از آزمون مهارت نلسون، آزمون غربالگری، آزمون تشخیصی، آزمون پایش پیشرفت، آزمون نتیجه و پرسشنامه بسته استفاده شد. برای بخش کمی، دانش آموزان انتخاب شده به طور تصادفی به چهار گروه تقسیم شدند. دو گروه آزمایشی و بقیه گروه کنترل بودند. هر گروه شامل 10 دانش آموز بود. 15 جلسه برای درمان وجود داشت. در گروه آزمایشی مربی از راهبردهای تمایز داربستی برای بهبود درک مطلب دانش‌آموزان و در گروه کنترل معلمان از روش‌های معمولی استفاده کردند. آزمونی که حوزه وسیع را به مهارت‌های خاص تقسیم می‌کند، در این مورد، درک استنباطی و واژگان دریافتی قبل و بعد از مداخله اجرا شد. سوالات در دوره آموزشی مرتبط ساخته شد. نتایج پس‌آزمون نشان داد که «خواندن استنباطی» و «واژگان دریافتی» گروه آزمایش به‌طور محسوسی بیشتر از گروه کنترل است. داده‌های بخش کیفی از طریق پرسشنامه راهبرد خواندن MARSI (مختاری و ریچارد، 2002) جمع‌آوری شد. پرسشنامه راهبرد خواندن قبل از آموزش و شروع آموزش برای 20 شرکت کننده اجرا شد و بعد از آموزش مجددا اجرا شد. این شامل 30 آیتم بود که سه عامل را اندازه‌گیری می‌کرد: استراتژی‌های خواندن جهانی (13 مورد)، استراتژی‌های حل مسئله (8 مورد)، و راهبردهای خواندن پشتیبانی (9 مورد). نتایج پس‌آزمون نشان داد که میانگین نمرات دو خرده مقیاس «جهانی» و «حمایتی» در گروه آزمایش به‌طور محسوسی بیشتر از میانگین نمرات گروه گواه است، اما برای سایر خرده‌مقیاس‌های «حل مسئله» تفاوت معناداری وجود ندارد.
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