نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار دانشگاه شهرکرد.

2 دانشیار دانشگاه شهرکرد

3 دانشجوی کارشناسی ارشد دانشگاه شهرکرد

چکیده

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

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