Mapping Reading Anxiety on Reading Strategy Uses among Iranian Students with Diverse Proficiency Levels
محورهای موضوعی : language teachingمجتبی پارسال اصل 1 , مرجان وثوقی 2
1 - MA graduate, English Department, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran
2 - MA graduate, English Department, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran
کلید واژه: reading strategies, strategy use, top-down reading anxiety, bottom-up reading anxiety,
چکیده مقاله :
The present study was an attempt to determine a relationship between foreign language reading anxiety and reading strategy use among a group of EFL Iranian readers (no = 100) with low vs. high proficiency levels. To this end, FLRAS (Foreign Language Reading Anxiety Scale) developed by Saito, Horwitz, and Garza, (1999) was used in order to measure the participants’ level of anxiety in reading and SORS (The Survey of Reading Strategies) adapted from Mokhtari and Sheorey (2002), was utilized to gauge the participants’ strategy uses. The students’ responses to reading strategies when faced with anxiety-provoking contexts were categorized into three strategy uses including ‘global’, ‘problem solving’ and ‘support’ and mapped on their total scores in reading anxiety. The results from Multinomial Logit Regression (MLR) showed that the students with lower level reading anxiety indices would adopt problem solving strategies more compared with support and global strategies. Regarding the interaction of proficiency level in the process, the results showed that it was less probable for the students with lower reading anxiety levels to adopt problem solving strategies compared with more anxious students who would adopt global strategies. Some possible implications are discussed in the light of improving reading instructions provided for Iranian students.
مطالعه حاضر با هدف تعیین رابطه میان اضطراب خواندن در زبان انگلیسی و میزان بسندگی در خواندن و راهبردهای مورد استفاده فراگیران در هنگام بروز اضطراب خواندن و نوع استفاده از راهبردها و اضطراب خواندن صورت پذیرفت. بدین منظور، مقیاس اضطراب خواندن زبان خارجی توسط ساییتو و همکاران (1999) به منظور اندازه‌گیری سطح اضطراب شرکتکنندگان در خواندن و نیز پرسشنامه(SORS) جهت بررسی راهبردهای خواندن اقتباس شده از مختاری و شعاری (2002) مورد استفاده قرار گرفت. پاسخهای شرکتکنندگان (تعداد = 100) در مورد وضعیت اضطراب خواندن و استفاده از راهبردها از طریق دو پرسشنامه ذکر شده جمعآوری شد. پاسخهای فراگیران ایرانی به راهبردهای خواندن در مواجهه با زمینههای اضطرابآور به سه بخش از جمله راهبردهای "جهانی"، "حل مسئله" و "پشتیبانی" بررسی گردید و نتایج بر روی سه نوع اضطراب خواندن از جمله "جزء به کل"، "کل به جزء" و "اضطراب محیطی" مربوط به خواندن کلاسی تحلیل شد. به منظور آزمون رابطه بین راهبردهای خواندن ترجیحی یادگیرندگان زبان انگلیسی ایرانی و سطوح اضطراب آنها، رگرسیون لاجیت چند جمله‌ای مورد استفاده قرار گرفت و مشخص شد که دانشجویان با سطوح اضطراب خواندن پایین، از راهکارهای حل مسئله در مقایسه با راهکارهای پشتیبانی و جهانی استفاده می‌کنند. در خصوص تعامل سطح بسندگی در خواندن فراگیران، نتایج حاکی از آن بود که در میان فراگیران با سطوح اضطراب پایین تر، احتمال استفاده از راهبرد های حل مساله کمتر شده و نتایج به نفع استفاده از راهبرد های پشتیبانی سوق می کند. در نهایت، نتایج احتمالی با توجه به بهبود دستورالعمل‌های خواندن برای دانش آموزان ایرانی مورد بحث قرار گرفته است.
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