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Effects of Rhetorical Analysis and Self-Regulation Strategies on Iranian EFL Learners’ Critical Thinking and Reading Comprehension of Argumentative Texts | ||
Journal of Language Horizons | ||
مقاله 3، دوره 1، شماره 1، مرداد 2017، صفحه 53-75 اصل مقاله (564.4 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2017.8769.1017 | ||
نویسندگان | ||
Ali Roohani* 1؛ Mahmood Hashemian2؛ Zahra Kazemian3 | ||
1Associate Professor in Shahrekord University . | ||
2Associate Professor in Shahrekord University | ||
3M.A. Student in Shahrekord University | ||
چکیده | ||
A lot of attention has been recently devoted to critical thinking (CT) and reading comprehension as part of the goals of language pedagogy. This study examined the effects of rhetorical analysis and self-regulated strategies on EFL learners’ CT and reading comprehension of argumentative texts. To this end, three groups (one control and two experimental groups), each consisting of 20 high intermediate female EFL learners, were selected conveniently from an English language institute. To collect the data, three instruments were used: Oxford Placement Test (OPT), California Critical Thinking Skills Test (CCTST), and reading summary tests. OPT was used to ensure the homogeneity of the participants; CCTST and two reading summary tests were used as the pretests and posttests to assess the participants’ CT and reading comprehension skills, respectively. The first experimental group was taught rhetorical analysis strategies of argument mapping and Socratic questioning and the second group received self-regulated strategy in-struction. In the control group, no explicit instructional strategies were taught. Analysis of covariance and mutivariate anlsysis indicated the positive effects of rhetorical analysis and self-regulated strategies on the participants’ CT and reading comprehension skills. Nevertheless, no significant differential effect was found between the effects of the two strategies. Findings provide pedagogical implications for L2 instructors and learners. | ||
کلیدواژهها | ||
Reading comprehension؛ Critical thinking؛ Rhetorical analysis strategies؛ self-regulated؛ EFL learners | ||
عنوان مقاله [English] | ||
تاثیر راهکارهای تجزیه و تحلیل بلاغی و خودتنظیمی بر تفکر انتقادی و خواندن و درک مطلب متون استدلالی زبان آموزان انگلیسی در ایران | ||
نویسندگان [English] | ||
علی روحانی1؛ محمد هاشمیان2؛ زهرا کاظمیان3 | ||
1دانشیار دانشگاه شهرکرد. | ||
2دانشیار دانشگاه شهرکرد | ||
3دانشجوی کارشناسی ارشد دانشگاه شهرکرد | ||
چکیده [English] | ||
تفکر انتقادی و خواندن و درک مطلب به عنوان بخشی از اهداف آموزش زبان اخیرا مورد توجه بسیاری قرار گرفته است. تحقیق حاضر به بررسی تاثیر تدریس راهکارهای تجزیه و تحلیل بلاغی و خود تنظیمی بر تفکر انتقادی زبان آموزان انگلیسی و درک مطلب آنها در خواندن متون استدلالی می پردازد. برای این منظور، سه گروه از زبان آموزان انگلیسی (یک گروه شاهد و دو گروه آزمایشی) متشکل از 20 زبانآموز دختر در سطح متوسطه به بالا برای شرکت در این تحقیق در یک آموزشگاه زبان انگلیسی به صورت غیرتصادفی انتخاب شدند. به منظور جمعآوری دادهها، سه آزمون مورد استفاده قرار گرفت: آزمون تعیین سطح آکسفورد، آزمون مهارتهای تفکر انتقادی کالیفرنیا و آزمون خلاصهنویسی از درک مطلب. از آزمون تعیین سطح جهت اطمینان حاصل کردن از یکسان بودن سطح شرکتکنندگان و از آزمون مهارتهای تفکر انتقادی کالیفرنیا و دو آزمون خلاصهنویسی به منظور ارزیابی مهارت تفکر انــتقادی و خواندن و درک مطلب آنها به عنوان پیشآزمون و پسآزمون استفاده شد. در گروه آزمایشی اول، راهکار تجزیه و تحلیل بلاغی که شامل راهکارهای ترسیم نقشه استدلالی و پرسش سقراطی میباشد و در گروه آزمایشی دوم، راهکار خودتنظیمی تدریس شد و در گروه شاهد هیچ راهکار آموزشی صریح تدریس نگردید. بر اساس نتایج تحلیل کوواریانس و تحلیل متغیر چند گانه ، تدریس هر دو راهکار تجزیه و تحلیل بلاغی و خودتنظیمی بر مهارت شرکتکنندگان در تفکر انتقادی و خواندن متون استدلالی تاثیر مثبتی داشت. علاوهبراین، هیچ گونه تفاوت معناداری بین تاثیر این دو راهکار مشاهده نگردید. یافتههای این پژوهش، دستآوردهای آموزشی برای مدرسان و زبان آموزان زبان دوم در بر خواهد داشت. واژه های کلیدی: خواندن و درک مطلب، تفکر انتقادی، راهکار تجزیه و تحلیل بلاغی ، خودتنظیمی، زبان آموز انگلیسی | ||
کلیدواژهها [English] | ||
خواندن و درک مطلب, تفکر انتقادی, راهکار تجزیه و تحلیل بلاغی, خودتنظیمی, زبان آموز انگلیسی | ||
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