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Using Information-Gap Tasks to Improve Reading: An Analysis of Cognitive Styles | ||
Journal of Language Horizons | ||
مقاله 5، دوره 2، شماره 1 - شماره پیاپی 3، فروردین 2018، صفحه 87-102 اصل مقاله (418.71 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2018.20594.1082 | ||
نویسندگان | ||
Hamid Marashi* 1؛ Parissa Mehdizadeh2 | ||
1Associate Professor of Applied Linguistics, Islamic Azad University, Central Tehran | ||
2MA in TEFL, Islamic Azad University, Central Tehran | ||
چکیده | ||
This study was an attempt to investigate the effect of information-gap tasks on field-dependent (FD) and field-independent (FI) EFL learners’ reading comprehension. For this purpose, 61 learners out of a total number of 120 existing intermediate learners studying at a language school in Tehran were chosen through their performance on a piloted sample Cambridge Preliminary English Test (PET) and subsequently on the Group Embedded Figure Test (GEFT). Overall, there were 33 FD and 28 FI learners undergoing the information-gap task treatment. Furthermore, an independent samples t-test was run on the mean scores of the two groups on the reading section of the sample PET, thereby proving that they were homogeneous at the outset in terms of their reading. Another sample PET reading section was administered as the posttest of the study after each group was exposed to 15 treatment sessions. At the end of the instruction, another independent samples t-test was run on the mean scores of the two experimental groups in the posttest with the results indicating that there was no significant difference between the two groups’ reading skill. | ||
کلیدواژهها | ||
Reading؛ Information-gap tasks؛ Field-dependence؛ Field-independence | ||
عنوان مقاله [English] | ||
به کارگیری فعالیت های شکاف در اطلاعات برای تقویت خواندن: نگاهی به زبان آموزان دارای الگوهای مختلف شناختی | ||
نویسندگان [English] | ||
حمید مرعشی1؛ پریسا مهدیزاده2 | ||
1دانشیار زبان شناسی کاربردی، دانشگاه آزاد اسلامی، تهران مرکزی | ||
2کارشناسی ارشد TEFL، دانشگاه آزاد اسلامی، تهران مرکزی | ||
چکیده [English] | ||
این تحقیق در راستای بررسی تأثیر روش شکاف در اطلاعات بر مهارت خواندن و درک مفاهیم وابسته به متن و مستقل از متن در زبان آموزان صورت گرفته است. به این منظور، 61 زبانآموز از بین 120 زبانآموز سطح متوسط مؤسسه زبان ایرانمهر انتخاب شدند. ابتدا تمامی زبان آموزان جهت یکسانسازیدر آزمون PET شرکت کردند. سپس در آزمون گروهی شخصیتی موسوم به GEFT شرکت کردند و به گروه زبان آموزان وابسته به متن و مستقل از متن تقسیم شدند. شایانذکر است که این آزمون در اولین جلسه برگزار شد. دو زیرگروه متشکل از 33 زبانآموز وابسته به متن و 28 زبانآموز مستقل از متن تحت روش تبادل اطلاعات یکپارچه در زمینه خواندن و درک مفاهیم موردمطالعه قرار گرفتند. علاوه بر این، آزمون نمونه های مستقل تی نیز روی میانگین نمرات دو گروه در بخش خواندن نمونه آزمون PET اجرا شده اجرا شد و مشخص گشت که هر دو گروه در ابتدای کار از لحاظ مهارت خواندن همگن بودند. آزمون خواندن PET دیگری بهعنوانپسآزمون پس از 15 جلسه انجام شد. تحلیل آماری استنباطی بین میانگین نمرات آزمون نهایی دو گروه (آزمون نمونههای مستقل تی) (t=-0.135, p=0.893>0.05) حاکی از آن است که تفاوت معناداری بین میانگین نمرات دو گروه در پسآزمون مشاهده نمیشود. | ||
کلیدواژهها [English] | ||
زبانآموزی, خواندن, فعالیتهای شکاف دراطلاعات, وابسته به متن, مستقل از متن | ||
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