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Using Dogme ELT in Reading Classes | ||
Journal of Language Horizons | ||
مقاله 8، دوره 3، شماره 1 - شماره پیاپی 5، فروردین 2019، صفحه 169-186 اصل مقاله (1.06 M) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2019.26347.1127 | ||
نویسندگان | ||
Hamid Marashi* 1؛ Massoomeh Rahimpanah2 | ||
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 Dogme ELT on EFL learners’ reading comprehension. Accordingly, 60 upper-intermediate female and male EFL learners were selected from among a total number of 92 through their performance on a piloted sample First Certificate in English (FCE) test. Based on the results, the students were randomly assigned to an experimental and control group with 30 participants in each. Both groups underwent the same amount of teaching time which comprised teaching reading comprehension based on Dogme ELT for the first group and teaching reading comprehension based on the general guidelines of the language school for the control group. A posttest (another sample FCE reading comprehension) was administered at the end of the treatment to both groups and their mean scores on the test were compared through an independent samples t-test. The resultled to the rejection of the null hypothesis, thereby demonstrating that the learners in the experimental group benefited significantly more than those in the control group in terms of improving their reading comprehension. In other words, Dogme ELT proved beneficial for teaching reading. Based on the findings of this study which reaffirm the results of similar studies in other countries, there seems to be ample evidence supporting the promotion and application of Dogme ELT in reading classes in the Iranian context. | ||
کلیدواژهها | ||
ELT؛ Innovative Methods؛ Dogme ELT؛ Reading؛ Course Books | ||
عنوان مقاله [English] | ||
تاثیر روش آموزش داگمه بر خواندن زبان آموزان | ||
نویسندگان [English] | ||
حمید مرعشی1؛ معصومه رحیم پناه2 | ||
1دانشیار آموزش زبان انگلیسی، دانشگاه آزااد اسلامی واحد تهران مرکزی | ||
2کارشناس ارشد آموزش زبان انگلیسی، دانشگاه آزاد اسلامی تهران مرکزی | ||
چکیده [English] | ||
هدف از انجام این مطالعه بررسی تاثیر روش تدریس زبان داگمه بر روی مهارت خواندن و درک مطلب زبان آموزان بوده است. به منظور دستیابی به هدف این تحقیق، 60 دانش آموز بالاتر ازسطح متوسط از میان 92 داوطلب بر اساس نتایج به دست آمده در آزمون پایلوت شده اف سی ای انتخاب شدند. بر اساس نتایج، دانش آموزان به طور تصادفی به دو گروه تحت آزمایش و کنترل با ۳۰ شرکت کننده در هر گروه تقسیم شدند. هر دو گروه تحت آموزش با زمان یکسان قرار گرفتند با این تفاوت که گروه اول تحت آموزش درک مطلب بر اساس تکنیک های آموزش زبان انگلیسی داگمه و گروه دیگر تحت آموزش بر اساس خط مشیهای آموزشگاه قرار گرفتند. یک پس آزمون که نمونه ای دیگری از آزمون خواندن اف سی ای بود در پایان دوره از هر دو گروه گرفته شد و میانگین امتیازات آنها از طریق آزمون تی مستقل مورد مقایسه قرار گرفت که نتایج منجر به رد فرضیه صفر شد و در نتیجه افراد گروه تحت آزمایش موفق تر ازگروه تحت کنترل عمل کردند بدین معنا که در مهارت درک مطلب پیشرفت بیشتری داشتند. یافته های این پژوهش، نتایج مطالعات مشابه قبلی را در سایر کشورها تأیید میکند و به نظر می آید که شواهد زیادی دال بر ارتقا و استفاده از روش داگمه در کلاس های آموزش خواندن در ایران موجود باشند. | ||
کلیدواژهها [English] | ||
آموزش زبان, روشهای نوآور, داگمه, خواندن, کتب درسی | ||
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