The Comparative Effect of Antonym in-Text Glosses and Description in-Text Glosses on EFL Learners' Reading Comprehensio
محورهای موضوعی : English Language Teaching (ELT)
1 - English Department , Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - English Department , Central Tehran Branch, Islamic Azad University, Tehran, Iran
کلید واژه: reading comprehension, EFL learners, gloss, antonym in-text glosses, description in-text glosses,
چکیده مقاله :
The present study was carried out to investigate the comparative effect of antonym in-text glosses and description in-text glosses on a group of Iranian EFL learners' reading comprehension. To fulfill the purpose of this study, 60 female intermediate students between 18 and 19 years old were selected among a total number of 90 through their performance on a piloted PET. These 60 participants were non-randomly divided into two equally populated experimental groups. During the process of this study, in one of the experimental groups the participants were given reading texts with antonym in-text glosses and in the other group, the participants were given reading texts with description in-text glosses. A piloted reading comprehension posttest (derived from another sample of PET) was administered at the end of the treatment to both groups and their mean scores on the test were compared through an independent samples t-test. The result led to the rejection of the null hypothesis, thereby, demonstrating that the learners in the description in-text glosses group benefited significantly more than those in the antonym in-text glosses group in terms of improving their reading comprehension.
تحقیق فوق جهت بررسی مقابله ای تأثیر ارایه واژگان مخالف و توصیفات در توضیحات جداگانه داخل متن بر روی درک مطلب زبان آموزان ایرانی می باشد. این تحقیق در طول یک ترم از سال تحصیلی انجام شده است. جهت انجام دادن این تحقیق 60 دانش آموز متوسط مونث با میانگین سنی بین 18و 19 سال از میان 90 دانش آموزی که عملکرد آنها از طریق آزمون آزمایشی پت بدست آمده بود انتخاب شدند. این 60 شرکت کننده به دو گروه 30 نفره با واژگان متضاد داخل متن و 30 نفره با واژگان توصیفی داخل متن تقسیم شدند. در طول فرایند این تحقیق به یک گروه متن هایی با واژگان متضاد داخل متن و به گروه دیگر متن هایی با واژگان توصیفی داخل متن ارایه داده شد. در آخر فرایند این تحقیق یک آزمون پت دیگر به هر دو گروه ارایه شد و نمرات میانگین آنها در آن آزمون از طریق روش آماری t-test نمونه های مستقل مقایسه شد. نتیجه بدست آمده سبب رد شدن فرضیه صفر شد و در نتیجه ثابت شد که یاد گیرندگان گروه واژگان توصیفی داخل متن به طور قابل توجهی در مقایسه با گروه واژگان متضاد داخل متن از درک مطلب بهتری برخوردار شدند.
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