بررسی تأثیر استفاده از فعالیت های زبانی در بالا بردن مهارت خواندن و درک مطلب زبان آموزان ایرانی
محورهای موضوعی :
ماهپاره پوراحمدی
1
(عضو هیات علمی)
کلید واژه: کلمات کلیدی: خواندن درک مطلب- فعالیت های زبانی, همکاری- مهارت زبانی,
چکیده مقاله :
چکیده: این تحقیق بررسی تاثیر فعالیت های زبانی[1] بر روی پیشرفت مهارت خواندن و درک مطلب زبان آموزان ایرانی می پردازد. افراد شرکت کننده در این تحقیق 102 دانشجوی سال اول رشته زبان انگلیسی هستند که با روش نمونه گیری تصادفی از میان گروه دانشجویان انتخاب شده اند و سپس به دو گروه تجربی و کنترل تقسیم شدند. در طول پژوهش به گروه تجربی تمرین های خواندن فعالیت های زبانی و به گروه کنترل تمرین خاصی داده نشد. هر دو گروه 3 سری تست در طول تحقیق دریافت کردند. تست استاندارد کمبریج "کت"[2] در ابتدای تحقیق به عنوان پیش-تست و هم در انتهای تحقیق به عنوان پست-تست داده شد. هردو گروه همچنین یک تست غیراستاندارد به عنوان تست نهایی در پایان ترم درسی دانشگاه دریافت کردند. تجزیه تحلیل و بررسی نتایج به دست آمده از تست ها پیشرفت چشم گیری در عملکرد گروه تجربی در مقایسه با گروه کنترل نشان داد که بیانگر تاثیر چشم گیر فعالیت های زبانی در بالا بردن مهارت خواندن و درک و همچنین توانایی زبانی این گروه بود. [1]- task [2]- KET (Key English Test)
Abstract The present study was an attempt to investigate the role of classroom tasks in accelerating reading comprehension ability in EFL students. To achieve this purpose, 102 freshwomen were considered as the subjects of the study. The subjects were randomly selected form a population of English major first year students. They were later assigned into experimental and control groups. During the course of study, the experimental group received some additional material in the form of reading tasks, while the control groups only received a placebo. Both groups were administrated three sets of tests. They were given a Key English Test (KET) as pre- and post- tests. They were also administrated a teacher made final test which was given to them at the end of the experiment. Undoubtedly, the validity and reliability of the instruments were taken into consideration. The analysis and comparison of the two groups’ scores from the instruments revealed that experimental group outperformed control group in the post-test of KET and in the final test. This led the researcher to the conclusion that such noticeable progress in the experimental group’s test score was due to the administration of reading comprehension tasks. These results provided enough evidence for the acceptance of the hypothesis formulated at the opening of the study.
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