ESP Instruction: Traditional vs. Eclectic Method in Relation to Reading Comprehension of Iranian Agriculture Students
محورهای موضوعی : language teaching
سیما مدیرخامنه
1
(University of Urmia)
میرحسین کاشف
2
(University of Urmia)
کلید واژه: reading comprehension, ESP Instruction, Traditional method, Eclectic Method,
چکیده مقاله :
This study aimed at finding out the effect of two different methods of ESP instruction, namely, the traditional grammar translation method and an eclectic method on improving university students' reading comprehension ability. The main assumption was that compared to the Grammar-Translation which is probably not an efficient method, an eclectic method that focuses on improving reading comprehension ability of the university students through the use of some necessary strategies and skills, as proposed by Brown (2003), seems to be more effective.The participants, within the age range of 18-24, included 72 male and female Agriculture students who were semi-randomly assigned to two experimental groups (i.e. eclectic vs. traditional) each consisting of 36 learners. Following a pre-test, treatment (15 weeks, 2 sessions per week), and a post-test, the obtained data was analyzed using two-way ANOVA to examine the effects of the independent variables, while taking gender as a moderator variable. The results of the analysis showed that the eclectic method was significantly more effective compared to the traditional one in improving reading comprehension ability of the students, while gender did not turn out to have any significant effect on the students' reading comprehension. The findings are discussed in relation to effective reading comprehension instruction through the use of cognitive and metacognitive strategies in ESP teaching contexts.
تحقیق حاضر با هدف بررسی تاثیر دو روش متفاوت آموزش زبان انگلیسی با اهداف ویژه، با عنوانین روش سنتی گرامر- ترجمه و یک روش گزینشی در جهت ارتقای مهارت درک مطلب دانشجویان دانشگاه انجام گرفت. فرضیه اصلی این بود که روش سنتی گرامر- ترجمه در مقایسه با یک روش جدید گزینشی که بر ارتقای مهارت درک مطلب دانشجویان با استفاده از برخی استراتژی ها و مهارت های لازم تکیه دارد، طبق طرح براون (2003)، موثرتر به نظر می رسد. شرکت کنندگان مابین سنین 18 تا 24 سال و شامل 72 دختر و پسر دانشجوی کشاورزی بودند که به صورت نیمه تصادفی به دو گروه تجربی (سنتی و گزینشی) هر کدام شامل 36 نفر تقسیم شدند. بعد از یک پیش آزمون، اجرای روش و پس آزمون (15 هفته، دو روز در هفته) داده های بدست آمده با استفاده از روش تحلیل واریانس دو طرفه برای بررسی تاثیرات متغیر های مستقل مورد تجزیه و تحلیل قرار گرقت (با در نظر گرفتن جنسیت به عنوان متغیر تعدیل کننده). نتایج نشان دادند که روش گزینشی به طور قابل ملاحظه ای در ارتقای مهارت درک مطلب دانشجویان از روش سنتی موثرتر بود، در حالی که جنسیت تاثیر معنا داری بر درک مطلب دانشجویان نداشت. یافته های تحقیق در ارتباط با روش آموزشی موثر درک مطلب از طریق استفاده از استراتژی های شناختی و فراشناختی در محیط های آموزشی انگلیسی با اهداف ویژه مورد بحث قرار می گیرند.
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