نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد شهرکرد، شهرکرد، ایران
2 استادیار، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد شهرکرد، شهرکرد، ایران.
3 استادیار، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد شهرکرد، شهرکرد، ایران
چکیده
این مطالعه به بررسی تأثیر آموزشِ مطالبِ فرهنگی بر انگیزة خواندن و نگرشِ خواندن در میان دانش‌آموزانِ با دو جنس مختلف پرداخته‌است. برای دست‌یابی به این هدف،150 نفر از دانش‌آموزان انگلیسی به عنوان زبان خارجی، در سطح بالاتر از متوسط شامل 75 نفرمرد و 75 نفر زن انتخاب شدند و به روشِ تصادفی به سه گروه برابر دسته‌بندی شدند. سپس، یک پیش‌آزمون انگیزة خواندن برای بررسی انگیزه خواندن شرکت‌کنندگان در ابتدای دوره انجام شد. در اجرای امر، برخی متون خواندن مربوط به فرهنگ‌های آمریکایی و انگلیسی (برای گروه الف)، فرهنگ فارسی (برای گروه ب)، و متون بدون مقوله های فرهنگی (برای گروه پ)، آموزش داده شد. پس از آن، پس‌آزمون انگیزه خواندن و پرسش‌نامه نگرش خواندن انجام شد. بر اساس پرسش‌نامة انگیزه برای خواندن (ویگفیلد و گاتری، 1997)، نتایج حاکی از آن بود که مطالب آموزشی با محتوای فرهنگی در آن‌ها، انگیزه خواندن زبان‌آموزان ایرانی را بهبود می‌بخشد. افزون بر این، بر اساس پرسش‌نامة نگرش 25 سوالی برگرفته از مقیاس لیو (2015)، معلوم شد که دانشجویان نسبت به استفاده از چنین مطالب فرهنگی در خواندن نگرش مثبت دارند. در پایان، یافته‌ها نشان داد که شرکت‌کننده‌های زن در پس‌آزمونِ انگیزة خواندن، عملکرد بهتری در مقایسه با مردها داشتند. در پرتوی یافته‌ها، برخی کاربردها ارائه شده‌است و دلالت‌های گوناگونی پیشِ رو آورده می‌شود.
کلیدواژه‌ها
Adams, M. J., & Collins, A. (1979). A schema theoretic view of reading. In R. O. Freedle (Ed.), New directions in discourse processing (pp. 1-22). Ablex.
Allen, D. (2004). Oxford placement test. Oxford University Press.
Alptekin, C. (2006). Cultural familiarity in inferential and literal comprehension in L2 reading.
System, 34(4), 494-508. https://doi.org/10.1016/j.system.2006.05.003.
System, 34(4), 494-508. https://doi.org/10.1016/j.system.2006.05.003.
An, S. (2013). Schema theory in reading. Theory and Practice in Language Studies, 3(1), 130-134. https://doi.org/10.4304/tpls.3.1.130-134.
Anderson, N. J. (2008). Active skills for reading 2: Student's book. Heinle Elt.
Askarzadeh Torghabeh, R., & Nezhadmasoum, P. (2015). Schema of translators and its influence on translation quality: A case study of the Iranian undergraduate literary translation students. Review of Applied Linguistics Research, 1(1), 1-15. https://ralr.uk.ac.ir/article_2021.html.
Bakhtiarvand, M., & Adinevand, S. (2011). Is listening comprehension influenced by the cultural knowledge of the learners? A case study of Iranian EFL pre-intermediate learners. RELC Journal, 42(2), 111-124. https://doi.org/10.1177/0033688211401257.
Bartlett, F. C. (1932). Remembering. Cambridge University Press.
Bensoussan, M. (1998). Schema effects in EFL reading comprehension. Journal of Research in Reading, 21(3), 213-227. https://doi.org/10.1111/1467-9817.00058.
Byram, M. (1994). Foreign language education and cultural studies. Language, Culture and Curriculum, 1(1), 15-31. https://doi.org/10.1080/07908318809525025.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading. TESOL Quarterly, 17(4), 553-573. https://doi.org/10.2307/3586613.
Choudhury, R. U. (2014). The role of culture in teaching and learning of English as a foreign language. Express, an International Journal of Multidisciplinary Research, 1(4), 1-20.
Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 26(1), 127-164. https://doi.org/10.1007/s10648-013-9245-z
Cox, K. E., & Guthrie, J. T. (2001). Motivational and cognitive contributions to students' amount of reading. Contemporary Educational Psychology, 26(1),116-131. https://doi.org/10.1006/ceps.1999.1044
Damen, L. (1986). Cultural learning: The fifth dimension in the language classroom. Addison-Wesley Publishing Company
Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1, pp. 416-437). Sage Publications Ltd.
Dehghan F., & Sadighi, F. (2011). On the cultural schema and Iranian EFL learners’ reading performance: A case of local and global items. Pan-Pacific Association of Applied Linguistics, 15(2), 97-108. https://files.eric.ed.gov/fulltext/EJ979917.pdf.
Eidswick, J. (2010). Interest and prior knowledge in second language reading comprehension. JALT Journal, 32(2), 149-168. https://jalt-publications.org/files/pdf-article/art2_0.pdf.
Eskey, D. E. (1988). Holding in the bottom: An interactive approach to the language problems of second language readers. Cambridge University Press.
Fish, S. (1980). Is there a text in this class? Harvard University Press.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Pearson Education.
Gunning, R. (1952). The technique of clear writing. McGraw-Hill.
Gürkan, S. (2012). The effects of cultural familiarity and reading activities on L2 reading comprehension. Social and Behavioral Sciences, 55(5), 1196-1206. https://doi.org/10.1016/j.sbspro.2012.09.615.
Hairul, N. I., Ahmadi, M. R., & Pourhosein, A. (2012). The role of reciprocal teaching strategy as an important factor of improving reading motivation. Elixir Edu. Tec, 53(3), 11836-11841. https://www.elixirpublishers.com/articles/1354777947_53%20(2012)%2011836-11841.pdf.
Hayati, A. M. (2009). The impact of cultural knowledge on listening comprehension of EFL learners. English Language Teaching, 2(3), 144-151. https://doi.org/10.5539/elt.v2n3p144.
Jabeen, F., & Shah, K. (2014). The role of culture in ELT: Learners’ attitude towards the teaching of target language culture.European Journal of Social Sciences, 23(4),604-613.
Jamasbi, F., & Bagher, M. (2017). The impact of cross-cultural background knowledge upon Iranian EFL students’ productive skills. World Journal of English Language, 7(1), 20-34. https://doi.org/10.5430/wjel.v7n1p20.
Jiang, W. (2000). The relationship between culture and language. ELT journal, 54(4), 328-334. https://doi.org/10.1093/elt/54.4.328.
Ketchum, E. M. (2006). The cultural baggage of second language reading: An approach to understanding. Foreign Language Annals, 39(2), 24-42. https://doi.org/10.1111/j.1944-9720.2006.tb02247.x.
Lackoff, R. (1975). Language and women’s place. Harper and Row
Lee, L., & Gundersen, E., (2014). Select reading. Oxford University Press
Lin, Z. (2002). Discovering EFL learners’ perception of prior knowledge and its roles in reading comprehension. Journal of Research in Reading, 25(2), 172-190. https://doi.org/10.1111/1467-9817.00167.
Liu, Y. C. (2015). The perception of cultural familiarity and background knowledge on reading comprehension for intermediate EFL students. International Journal of Language and Literature, 3(1), 71-75. http://ijll-net.com/journals/ijll/Vol_3_No_1_June_2015/9.pdf.
Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’ reading comprehension performance. Learning and Individual Differences, 21(1), 124-128. https://doi.org/10.1016/j.lindif.2010.09.011.
Lucas. R. I. (2010). A study on intrinsic motivation factors in second language learning among selected freshman students. The Philippine ESL Journal, 4(11), 6-23. https://wenku.baidu.com/view/1e2750a1770bf78a65295458.html?re=view.
Marinak, B. A., & Gambrell, L. B. (2010). Reading motivation: Exploring the elementary gender gap. Literacy Research & Instruction, 49(2), 129-141. https://doi.org/10.1080/19388070902803795.
McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading attitudes of middle school students: Results of a U.S. survey. Reading Research Quarterly, 47(3), 283-306. https://doi.org/10.1002/RRQ.021.
Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation? Exceptional Children, 73(2), 165-183. https://journals.sagepub.com/doi/10.1177/001440290707300203.
Nachmani, L. (2015). Cultural aspects of EFL reading acquisition. Procedia -Social and Behavioral Sciences, 209, 351-357. https://doi.org/10.1016/j.sbspro.2015.11.248
Nassaji, H. (2002). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 52(2), 439-481. https://doi.org/10.1111/0023-8333.00189.
Nuttall, C. (1998). Teaching reading skills in a foreign language. Heinemann.
Oller, J. (1995). Adding abstract to formal and content schemata: Results of recent work in Peircean semiotics. Applied Linguistics, 16(3),273-306. https://doi.org/10.1093/applin/16.3.273.
Pachtman, A. B., & Wilson, K. A. (2006). What do the kids think? The Reading Teacher, 59(7), 680-684. https://doi.org/10.1598/RT.59.7.6.
Pashayi, N., & Mahmoudi, A. (2017). Effects of cultural knowledge and language proficiency on listening comprehension of Iranian EFL learners. Journal of Applied Linguistics and Language Research, 4(5), 219-234. https://www.jallr.com/index.php/JALLR/article/view/658.
Pulido, D. (2007). The effects of cultural familiarity on incidental vocabulary acquisition through reading. The Reading Matrix, 4(2), 20-53. http://www.readingmatrix.com/articles/pulido/article.pdf.
Rashidi, N., & Soureshjani, K. H. (2011). The effect of teaching culturally-based texts on the Persian English as a foreign language (EFL) learners’ motivation and reading performance. Journal of Languages and Culture, 2(8), 141-147. https://academicjournals.org/article/article1379501429_Rashidi%20and%20Soureshjani.pdf.
Ruthemsley, M. (2011). The effect of cultural background on comprehension of English tests by second language learners of English [Unpublished master's thesis]. University of Limpopo.
Saidi, A. A. (2012). The influence of gender on Omani college students’ English language learning strategies, comprehension and motivation. International Journal of Applied Linguistics & English Literature, 4(1), 230-244. http://doi.org/10.7575/ijalel.v.1n.4p.230.
Salumy, A. H., & Bairmani, H. K. (2016). The impact of culture on EFL college students ' comprehension of reading text. Journal of Kerbala University, 11(4), 120-132. https://www.iasj.net/iasj/article/109465.
Saslow, J., & Ascher, A., (2011). Top notch series. Pearson Longman.
Schaffner, E., Schiefele, U., & Ulferts, H. (2013). Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension. Reading Research Quarterly, 48(2),369-385. https://doi.org/10.1002/rrq.52.
Schutte, N. S., & Malouff, J. M. (2007). Dimensions of reading motivation: Development of an adult reading motivation scale. Reading Psychology, 28(5), 469-489. https://doi.org/10.1080/02702710701568991.
Shirzadi, D. (2015). The effects of cultural knowledge on Iranian EFL students’ reading comprehension across male and female learners. Journal of Languages and Culture, 6(4), 24-29. https://doi.org/10.5897/JLC2014.0271.
Singhal, M. (1998). A comparison of L1 and L2 reading: Cultural differences and schema. The Internet TESL Journal, 4(10), 26-42. http://iteslj.org/Articles/Singhal-ReadingL1L2.html
Stanovich, K. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 21(1), 32-71. https://eric.ed.gov/?id=EJ234111.
Swaffar, J. K., (1988). Readers, texts, and second languages: The interactive processes. The Modern Language Journal, 72(4), 123-148. https://doi.org/10.2307/328237.
Tercanlioglu, L. (2001). The nature of Turkish students’ motivation for reading and its relation to their reading frequency. The Reading Matrix, 1(2), 1-33. http://www.readingmatrix.com/articles/tercanlioglu/article.pdf.
Tsou, W. (2005). The effects of cultural instruction on foreign language learning. RELC Journal, 36(1), 39-57. https://doi.org/10.1177/0033688205053481.
Turkan, S., & Çelik, S. (2007). Integrating culture into EFL texts and classrooms: Suggested lesson plan. Novita Royal, 1(3), 18-33. https://files.eric.ed.gov/fulltext/ED497942.pdf.
Vygotsky, L. S. (1986). Thought and language. MIT Press.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432. http://www.cori.umd.edu/research-publications/1997-wigfield-guthrie.pdf
Zeynali, S. (2012). Exploring the gender effect on EFL learners’ learning strategies. Theory and Practice in Language Studies, 2(8), 1614-1620. https://doi.org/10.4304/tpls.2.8.16141620
)