Teaching English Language

Teaching English Language

تقویت مهارت های خواندن انتقادی دانشجویان دانشگاه EFL عراق در تجزیه و تحلیل متون ادبی: مطالعه تحلیل گفتمان

نوع مقاله : مقاله پژوهشی

نویسنده
10.22132/tel.2025.446462.1590
چکیده
این مطالعه ترکیبی، تأثیر آموزش راهبردهای خواندن انتقادی (CRS) را بر مهارت‌های تحلیل ادبی 176 دانشجوی دانشگاه انگلیسی زبان عراقی طی یک سال تحصیلی بررسی کرد. شرکت کنندگان به یک گروه آزمایشی (E.G.) که مدلسازی استراتژی صریح را دریافت کردند و یک گروه کنترل (C.G.) با آموزش سنتی تقسیم شدند. داده‌های کمی از آزمون‌های چندگانه طراحی‌شده توسط محقق، پیشرفت‌های آماری معنی‌داری را در بین استراتژی‌ها نشان می‌دهد، با طرح‌ریزی/خلاصه، پرسش، مقایسه و تضاد، زمینه‌سازی و ارزیابی سودمندترین آنهاست. داده‌های کیفی جمع‌آوری‌شده از سؤالات باز در پیش‌آزمون‌ها و پس‌آزمون‌ها و همچنین مصاحبه‌ها، با برجسته کردن ارزیابی بهبود یافته دیدگاه‌ها و ایجاد معنا، از این پیشرفت‌ها بیشتر حمایت کردند. علاوه بر این، E.G. بهبود قابل توجهی در استفاده از فراکارکردهای فکری در مقایسه با C.G نشان داد. با این وجود، این مشکلات در اجرای فراکارکردهای خاص به خودی خود نیاز به تمرین بیشتر را نشان می دهد. نتایج، که با تقویت فراکارکردهای فکری پشتیبانی می‌شود، نقش مهم خواندن انتقادی را در توانمندسازی دانش‌آموزان برای تجزیه و تحلیل متون در دوره‌های ادبیات تضمین می‌کند. این مطالعه نشان می‌دهد که حتی با وجود چالش‌هایی مانند کمبود واژگان و محدودیت‌های یادگیری آنلاین (در میان بسیاری از موارد)، ارائه راهبردهای خواندن خاص می‌تواند به دانش‌آموزان کمک کند تا متون ادبی را به طور انتقادی ارزیابی کنند، که نیاز به تحقیقات بیشتری برای افزایش اجرا در برنامه‌های درسی مختلف دارد.
 
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دوره 19، شماره 1
دی 1403
صفحه 1-40

  • تاریخ دریافت 26 فروردین 1403
  • تاریخ بازنگری 05 مهر 1403
  • تاریخ پذیرش 15 دی 1403