The Effect of Background Music While Silent Reading on EFL Learners’ Reading Comprehension
محورهای موضوعی : language teaching
سکینه صاحبدل
1
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
محمدرضا خدادوست
2
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
کلید واژه: reading comprehension, Background music, Silent Reading, Mozart Effect,
چکیده مقاله :
This study attempted to determine the effect of background music while silent reading on Iranian EFL learners’ reading comprehension. The participants were 57 Iranian EFL learners between the ages of 14 and 16 in two 3rd grade high schoolclasses at pre-intermediate proficiency level. Before treatment,both experimental and control groups took a reading comprehension pretest. In the experimental group, the researchers played Mozart sonatas as background music and asked them to read the passage silently and then answer the reading comprehension questions. In the control group, the procedure was the same, but no music was played while silent reading by the students. After ten sessions, the students of both groups were asked to answer another independent but parallel form of reading section of PET as their post-test. The independent samples t-testresultsindicated that the experimental group outperformed the control group in reading comprehension posttest, and listening to background music while silent reading had a significantly positive effect on Iranian EFL learners’ reading comprehension. The results of the present study have implications for EFL students, teachers, and teacher educators as well as syllabus designers and materials developers.
مقاله‌ی حاضر به بررسی تاثیر موسیقی حین خواندن آرام بر درک مطلب زبان‌آموزان ایرانی می‌پردازد. شرکت‌کنندگان در این پ‍ژوهش شامل 57 زبان‌آموز دو کلاس پایه سوم دبیرستان در محدوده‌ی سنی 14تا 16 سال بودند که سطح مهارت آن‌ها بر اساس آزمون استاندارد PET پیش‌متوسطه بود. قبل از اجرای دوره‌ی آموزشی مورد نظر، هر دو گروه آزمایشی و شاهد به واسطه‌ی یک پیش‌آزمون درک خواندن ارزیابی شدند. در گروه آزمایشی، محقق سونات‌های موتزارت را به عنوان موسیقی پس‌زمینه پخش کرد و و از زبان‌آموزان خواست متن‌ها را به آرامی خوانده، به سوالات درک مطلب پاسخ دهند. در گروه شاهد نیز روند کار همین بود، با این تفاوت که هیچ موسیقی در حین خواندن آرام پخش نمی‌شد. پس از ده جلسه، از زبان‌آموزان هر دو گروه خواسته شد به سوالات بخش خواندن از یک آزمون PET مستقل ولی موازی دیگر به عنوان پس‌آزمون پاسخ دهند. نتایج آزمون تی مستقل نشان داد که عملکرد گروه آزمایشی در درک خواندن به‌‌طور قابل‌ملاحظه‌ای از گروه شاهد بهتر بوده و گوش‌دادن به موسیقی حین خواندن آرام تاثیری مثبت بر درک خواندن زبان‌آموزان ایرانی دارد. نتایج مطالعه‌ی حاضر برای زبان‌آموزان، معلمان و مربیان تربیت معلم و همچنین طراحان برنامه‌های درسی و مواد آموزشی کاربرد دارد.
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