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The Effect of Learning a CDA Model on Promoting EFL Undergraduates’ Reading Comprehension Ability across Different Proficiency Levels | ||
Journal of Modern Research in English Language Studies | ||
مقاله 4، دوره 9، شماره 4، دی 2022، صفحه 75-92 اصل مقاله (807.77 K) | ||
نوع مقاله: research paper | ||
شناسه دیجیتال (DOI): 10.30479/jmrels.2022.15612.1905 | ||
نویسنده | ||
Sahar Najarzadegan* | ||
ٍِDepartment head/Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran | ||
تاریخ دریافت: 08 خرداد 1400، تاریخ بازنگری: 14 اردیبهشت 1401، تاریخ پذیرش: 21 اردیبهشت 1401 | ||
چکیده | ||
The present study examined the impact of critical discourse analysis (CDA) on EFL undergraduates’ reading comprehension ability across different proficiency levels. Through Oxford Placement Test, 96 EFL undergraduates participating in this study were divided into three different proficiency levels of high, mid, and low. A journalistic reading comprehension test selected from a series of TOEFL tests were administered to all of them as a pretest. They received the same test after a treatment of van Dijk’s model instruction in the class. The analysis of results of the posttest through one-way ANCOVA indicated that CDA has a positive influence on learners’ reading comprehension. Then, a post hoc comparison using the Bonferroni test showed that the high proficiency group was significantly different from the low and mid proficiency groups. Also, the mid proficiency group significantly differed from the low one. Taken together, these findings suggested that CDA training had an effect on L2 learners’ reading comprehension for high and mid groups. Thus, language proficiency has a positive mediating role in the extent to which a CDA model awareness can improve learners’ reading comprehension ability. The findings of this study can inspire the curriculum designers as well as the teachers to include critical discourse analysis techniques both in students’ textbooks and in teacher training courses. | ||
کلیدواژهها | ||
critical discourse analysis؛ reading comprehension ability؛ van Dijk’s model؛ EFL undergraduates | ||
عنوان مقاله [English] | ||
تاثیر یادگیری یک مدل گفتمان کاوی بر افزایش توانایی درک مطلب متون مطبوعاتی زبان آموزان انگلیسی در مقطع کارشناسی | ||
نویسندگان [English] | ||
سحر نجارزادگان | ||
دانشگاه آزاد اسلامی ایران واحد اصفهان (خوراسگان) | ||
چکیده [English] | ||
مطالعه حاضر به بررسی تاثیر یادگیری گفتمان کاوی بر توانایی درک مطلب دانشجویان کارشناسی زبان انگلیسی در سطوح مختلف دانش زبانی می پردازد. از طریق آزمون تعیین سطح آکسفورد، ۹۶ دانشجوی کارشناسی زبان انگلیسی به سه گروه پیشرفته، متوسط، ومبتدی تقسیم شدند. از آنجاییکه مدل وندایک به طور ویژه به بررسی متون مطبوعاتی و شفاف سازی آن ها می پردازد، درک مطلب های انتخاب شده برای این آزمون از بین متون مطبوعاتی و سیاسی تافل انتخاب شدند تا ضمن مرتبط بودن با مدل، از روایی کافی برخوردار باشند. آزمون درک مطلب متون مطبوعاتی به عنوان پیش آزمون به شرکت کنندگان در تحقیق داده شد. پس از آنکه آنان آموزش مدل وندایک را دریافت کردند، بار دیگر به آزمون درک مطلب به عنوان پس آزمون پاسخ دادند. بررسی نتایج این آزمون از طریق تحلیل کوواریانس تک متغیره نشان دهنده تاثیر مثبت آموزش گفتمان کاوی برتوانایی درک مطلب شرکت کنندگان در آزمون بود. به علاوه، نتایج آزمون بونفرونی نشان داد نمرات گروه پیشرفته به طور معناداری بالاتر از گروه مبتدی و متوسط بود. این بدان معناست که دانش زبانی نقش مثبتی در افزایش توانایی درک مطلب دانشجویان از طریق آموزش گفتمان کاوی دارد. نتایج این تحقیق برای مدرسان و برنامه ریزان درسی دارای تاثیر به سزایی است چراکه میتوان آموزش گفتمان کاوی را در سرفصل دروس گنجاند | ||
کلیدواژهها [English] | ||
گفتمان کاوی, توانایی درک مطلب, مدل وندایک, دانشجویان کارشناسی | ||
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