تاثیر تقویت تایپی درونداده، حاشیه نویسی، و پیش سازمان دهنده‌ها بر درک مطلب زبان آموزان ایرانی

نوع مقاله : مقالات علمی پژوهشی

نویسندگان
1 دانشیار گروه آموزش زبان انگلیسی، داﻧﺸﮕﺎه ﻗﻢ، قم، اﻳﺮان.
2 ﻛﺎرﺷﻨﺎس ارﺷﺪ آموزش زبان انگلیسی، داﻧﺸﮕﺎه ﻗﻢ، قم، اﻳﺮان.
چکیده
با توجه به عدم قطعیت و وجود نتایج متناقض در زمینۀ نقش آموزش و استفادۀ کاربردی و صحیح از تکنیک­های مهارت خواندن، انجام پژوهش­های بیشتر در این زمینه ضروری به­نظر می­رسد. مطالعۀ حاضر با هدف بررسی اثر استفاده از تکنیک‌های آموزشی: تقویت تایپی درونداده، حاشیه‌نویسی، و پیش­سازمان­دهنده‌ها بر درک مطلب زبان‌آموزان زبان انگلسیی انجام شد. برای این منظور، پس از گرفتن آزمون تعیین سطح سریع آکسفورد، 80 زبان‌آموز سطح متوسطه از مؤسسۀ زبان سفیر در اهواز انتخاب شدند و به چهار گروه تقویت تایپی درونداده، حاشیه‌نویسی، سازمان­دهنده‌ و متن ساده تقسیم شدند. سپس، آزمون خواندن پت به­منزلۀ پیش‌آزمون انجام شد. متون مختلف درک مطلب برای شرکت‌کنندگان در هر گروه با استفاده از روش­های ذکرشده به مدت هشت جلسه آموزش داده شد. در انتها، نسخۀ مشابه و یکسان دیگری از آزمون خواندن پت به­منزلۀ پس­آزمون استفاده شد. همچنین، داده­های به­دست آمده با استفاده از نرم­افزار اس.پی.اس.اس. تحلیل شد. نتایج نشان داد که عملکرد گروه پیش­سازمان­دهنده به­طور معناداری از سایر گروه­ها بهتر بود. علاوه بر این، استفاده ازتکنیک پیش­سازمان­دهنده‌ بر درک مطلب شرکت‌کنندگان نسبت­به تقویت تایپی درونداده و حاشیه‌نویسی مؤثرتر بود. این تحقیق پیامدهای مهمی برای تجزیه و تحلیل متون درک مطلب، طراحی مواد آموزشی و نحوۀ استفاده از این اطلاعات برای فعال کردن طرح‌واره و بازیابی اطلاعات از حافظۀ بلندمدت دارد.

کلیدواژه‌ها

موضوعات


• Abbasian, G. R., & Yekani, N. (2014). The role of textual vs. compound input enhancement in developing grammar ability. Issues in Language Teaching, 3(1), 134-11.
• Aghajani, A., & Rahimy, R. (2013). The impact of input enhancement type on Iranian EFL learners’ knowledge of english tenses across gender. Asian Journal of Social Sciences and Humanities, 2(1), 153, 162.
• Alanen, R. (1995). Input enhancement and rule presentation in second language acquisition. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 259-299). University of Hawai'i Press.
• Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75(4), 460-472.
• Anderson, N. J. (2008). Active skills for reading: Book 3. Thomson Heinle.
• Anderson, R. C. (1978). Schema-directed processes in language comprehension. In A. M. Lesgold, J. W. Pellegrino, S. D. Fokkema, & R. Glaser (Eds.), Cognitive Psychology and Instruction (pp.67-82). Plenum.
• Anderson, R.C., & Pearson, P.D. (1984). A schema-theoretic view of basic processes in reading. In P.D. Pearson, R. Barr, M.L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research. Longman.
• Ayiewbey, S. (2013). An investigation to the effects of textual enhancement on the learning of english past tense in the context of Iranian learners. Technical Journal of Engineering and Applied Sciences, 3(13), 1217-1222.
• Baddeley, A. (1976). The psychology of memory. Basic Books.
• Baddeley, A. (1997). Human memory: theory and practice. Psychology Press.
• Baddeley, A. (2000). Working memory: The interface between memory and cognition. In M. Gazzaniga (Ed.), Cognitive Neuroscience: A reader (pp. 292-304). Blackwell.
• Ben Salam, E., & Aust, R. (2007). The influence of feature-rich computerized glosses on reading comprehension and vocabulary acquisition. Proceeding of the Sixth IASTED International Conference on Web-Based Education. ISBN 978-0-889896-650-8/CD: 978-0-889896-651-5.
• Bowles, M. A. (2004). L2 glossing: To CALL or not CALL. Hispania, 87(3), 541-552.
• Burke, B.M. (2005). Experiential professional development: Promoting communicative language teaching with Expeditionary Learning Outward Bound design (Unpublisheddoctoral dissertation). The Pennsylvania State University.
• Burke, B.M. (2006). Theory meets practice: A case study of pre-service world language teachers in U.S. secondary schools. Foreign Language Annals, 39(1), 148-166.
• Cheng, Y., & Good, R. L. (2009). L1 glosses: Effects on EFL learners. Reading comprehension and vocabulary retention. Reading in a Foreign Language, 21(2), 119-142. ISSN 1539-0578
• Doughty, C., & Williams, J. (1998). Focus on form in second language acquisition. Cambridge, UK: Cambridge University Press.
• Ellis, R. (2008). The study of second language acquisition (2nd Ed.). Oxford University Press.
• Fathi, J., & Shirazizadeh, M. (2018). The Effects of a Second Language Reading Strategy Instruction on Iranian EFL Learners’ Reading Comprehension and Reading Anxiety. Language Related Research, 11(4), 267-295.
• Fotos, S. (1998). Shifting the focus from forms to from in the EFL classroom. ELT journal, 52(4), 301-307.
• Davaei, R., & Talebinezhad, M. R. (2012). The effect of advance organizers on enhancing the reading comprehension of Iranian EFL learners. Theory and Practice in Language Studies, 2(10), 2045-2052.
• Gorjian, B., Khoshakhlagh, S., & Bavizade, K. (2015). Using discourse structure-based graphic organizers in developing EFL learners’ reading comprehension. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 8(4), 67-79.
• Goudarzi, Z. & Raouf Moini, M. (2012). The effect of input enhancement on collocations in reading on collocation learning and retention of EFL learners. International educational studies, 5(3), 247-258.
• Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
• Hale, J. B. (2003). The effect of two graphic organizers on learning performance and computer anxiety in a Web-enabled training lesson for navy enlistees (Unpublisheddoctoral dissertation). University of South Alabama.
• Hazrativand, P. (2012). The effect of typographical input enhancement on Iranian EFL learners' accuracy in oral production of narratives. International Journal of Applied Linguistics and English Literature, 1(4), 76-85.
• Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study on ESL relativization, Studies in Second Language Acquisition, 24(4), 541–77.
• Jacobs, G., & Farrell, T.S.C. (2003). Understanding and Implementing the CLT (Communicative Language Teaching). Paradigm. RELC Journal, 34(1), 5-30.
• Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think aloud protocol analysis. In R. Schmidt (Ed.). Attention and awareness in foreign language learning (pp. 183-226). University of Hawaii Press.
• Ko, M. (2005). Glosses, comprehension, and strategy use. Reading in a Foreign Language, 17(2), 125-143.
• Krashen, S. D. (1981). Second language acquisition and second language learning. Pergamon.
• Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon.
• Krashen, S. D., & Terrell, T.D. (1983). The Natural Approach: Language Acquisition in the Classroom. Pergamon/Alemany.
• Lee, S. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form. Language Learning, 57(1), 87–118.
• Leow, R. P. (1993). To simplify or not to simplify. Studies in Second Language Acquisition, 15(3), 333–355.
• Leow, R. (1997). The effects of input enhancement and text length on adult L2 readers’ comprehension and intake in second language acquisition. Applied Language Learning, 8, 151-182.
• Leow, R. (2001). Do learners notice enhanced forms while interacting with the L2? An online and offline study of the role of written input enhancement in L2 reading. Hispania, 84(3), 496- 509.
• Littlewood, W. (1981). Communicative language teaching. Cambridge University Press.
• Lomicka, L. L. (1998). To gloss or not to gloss: An investigation of reading comprehension online. Language Learning & Technology, 1(2), 41-50.
• Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, D. Coste, C. Kramsch, & R. Ginsberg (Eds.). Foreign language research in a cross-cultural perspective (pp. 39-52). John Benjamins.
• Nahavandi, N., & Mukundan, J. (2013). The impact of textual input enhancement and explicit rule presentation on Iranian elementary EFL learners’ intake of simple past tense. English Language Teaching, 6(1), 92-102.
• Overstreet, M. (1998). Text enhancement and content familiarity: The focus of learner attention. Spanish Applied Linguistics, 2, 229-258.
• Robinson, P. (1995). Attention, memory and the "noticing" hypothesis. Language Learning, 45,283-331.
• Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
• Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language Instruction (pp. 3-32). Cambridge University Press.
• Schmidt, R. (1993). Consciousness, learning and interlanguage pragmatics. InG. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21-42). Oxford University Press.
• Schmidt, R.W. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11-26.
• Schmidt, R.W. (1995). Consciousness and foreign language learning: a tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 1-64). Second Language Teaching and Curriculum Center.
• Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker, Proceedings of Classic 2010, Singapore, December 2-4 (pp. 721-737). Singapore: National University of Singapore, Centre for Language Studies.
• Simard, D. (2009). Differential effects of textual enhancement formats on intake. System, 37(1), 124-135.
• Simard, D., & Wong, W. (2004). Language awareness and its multiple possibilities for the L2 classroom. Foreign Language Annals, 37(1), 96-110.
• Sharwood Smith, M. (1981). Consciousness-raising and second language acquisition theory. Applied Linguistics, 2(2), 159-168.
• Sharwood Smith, M. (1991). Speaking to many minds: On the relevance of different types of language information for the L2 learner. Second Language Research, 7(2), 118-132.
• Sharwood Smith, M. (1993). Input enhancement in instructed SLA. Studies in Second Language Acquisition, 15(2), 165-180.
• Suzuki, A. (2006). Differences in reading strategies employed by students constructing graphic organizers and students producing summaries in EFL. JALT Journal, 34(1), 416-431.
• Tajeddin, Z. (2013). Scaffolding comprehension and recall gaps: effects of paratextual advance organizers. Issues in Language Teaching, 2(1), 125-148.
• Taylor, A. (2006). The effects of CALL versus traditional L1 glosses on L2 reading comprehension. CALICO Journal, 23(2), 309-318.
• Tomlin, R., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16(2), 183-203.
• VanPatten, B. (1994). Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 25-41.
• VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Ablex Publishing Corporation.
• VanPatten, B. (2004). Input processing in second language acquisition. Processing instruction: Theory, research, and commentary (pp. 5-31). Lawrence Erlbaum Associates.
• White, J. (1998). Getting the learners’ attention: A typographical input enhancement study. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 85-113). Cambridge University Press.