The present study investigated the potential of implementing reading strategy instruction in raising learner readers' awareness of reading strategies, extending the range of strategies they employed and enhancing their reading comprehension ability. To conduct the study, 90 female pre-university students majoring in Natural Sciences were selected based on a convenient sampling procedure. After the students' existing strategy awareness and use were determined, the researchers started to teach them reading comprehension strategies explicitely. During this period of instruction, the students' strategy use was improved and reviewed at regular intervals through review exercises and interviews. To collect the necessary data, two types of instruments were employed, a reading comprehension test and two questionnaires. A group of 53 students (experimental) was taught to employ reading comprehension strategies in reading some English texts during a period of 15 sessions while the other group of 37 students (control) was taught reading comprehension traditionally. The findings of the study pointed to the problematic nature of reading strategy instruction. While strategy training appeared to raise students' awareness of reading strategies and could encourage strategy use by some students, some strategies were found to be harder to be acquired. Moreover, the reading strategy instruction was not able to enhance the students' reading performance significantly based on the results of a reading comprehension test given to the participants at the end of the program.
آموزش راهبردهای خواندن در زبان انگلیسی به دانشآموزان پیشدانشگاهی ایران
Abstract [PERSIAN]
هدف تحقیق حاضر، بررسی تأثیر اجرای آموزش راهبردهای خواندن در زبان انگلیسی در برانگیختن آگاهی زبانآموزان نسبت به این راهبردها، گسترش میزان استفاده از راهبردهایی که در حین خواندن مورد استفاده قرار میگیرد و همچنین تقویت توانایی درک مطلب در حین خواندن بوده است. جهت اجرای این تحقیق، 90 دانشآموز دختر مقطع پیش دانشگاهی در رشته علوم تجربی براساس روش نمونهگیری دسترسپذیری انتخاب شدند. پس از تعیین و شناسایی میزان آگاهی اولیه و کاربرد راهبردهای خواندن توسط زبانآموزان، آموزش راهبردهای خواندن مورد اجرا قرار گرفت و در حین آموزش، میزان کاربرد راهبردها در نتیجه آموزش، و پیشرفت زبانآموزان در طی فواصل زمانی منظم با یاری جستن از تمرینهای دورهای و مصاحبههای بعمل آمده با زبانآموزان مورد مطالعه و بررسی قرار گرفت. جهت گردآوری دادههای تحقیق، دو نوع ابزار استفاده گردید: یک آزمون خواندن و درک مطلب و دو پرسشنامه. به گروهی از زبانآموزان مشتمل بر 53 نفر (گروه آزمایشی) به مدت 15 جلسه راهبردهای خواندن متون در زبان انگلیسی آموزش داده شد. به گروه دیگر متشکل از 37 زبانآموز (گروه شاهد) مهارت درک مطلب به صورت سنتی تدریس گردید. یافتههای این تحقیق به ماهیت غامض آموزش راهبردهای خواندن اشاره نمود. اگرچه یافتهها نشان داد که آموزش قادر است میزان آگاهی زبانآموزان را نسبت به راهبردها و همچنین میزان کاربرد و استفاده از راهبردها را افزایش دهد، با این حال فراگیری برخی راهبردها توسط زبانآموزان به سختی انجام گرفت. یافتههای حاصل از برگزاری یک آزمون درک مطلب در پایان دورهی آموزش همچنین آشکار نمود که آموزش ارائه شده منجر به افزایش چشمگیر توانایی خواندن در افراد مورد مطالعه نشد.
Keywords [PERSIAN]
خواندن، آموزش، راهبرد، درک مطلب
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