نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری آموزش زبان انگلیسی، گروه انگلیسی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران
2 استاد، گروه آموزش زبان انگلیسی، دانشکدة ادبیات و علوم انسانی، دانشگاه خوارزمی، تهران، ایران
3 استادیار، مرکز تحقیقات زبان انگلیسی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران
چکیده
درک مطلب ماهیت چندبعدی دارد و عوامل و فراهم‌سازهای گوناگونی بر عملکرد خواندن زبان‌آموزان تأثیر می‌گذارند. پژوهش حاضر، جهت‌گیری‌های انگیزشیِ خواندنِ فراگیران زبان انگلیسی ایرانی را ارزیابی کرده و عوامل و فراهم‌سازهای انگیزشی و متنی در خواندن را با توجه به تأملات فراگیران مورد بررسی قرار داده‌است. شرکت‌کنندگانِ پژوهش حاضر، 32 زبان‌آموزِ دبیرستانی ایرانی بودند. ترجمة فارسیِ پرسش‌نامة انگیزه برای خواندن در انگلیسی که توسط کومیان (2013) تهیه شده بود، برای تعیین جهت‌گیری ابعاد انگیزشی شرکت‌کنندگان به کار رفت. تجزیه و تحلیل یافته‌های پرسش‌نامه نشان داد که میانگین نمرة انگیزه بیرونی، بالاتر از میانگین نمره انگیزة درونی است. عوامل انگیزشی و متنی و فراهم‌سازهای دریافتی با تجزیه و تحلیل کیفی تأملات نیمه‌ساختاری نگارش‌یافتة شرکت‌کننده‌ها در طی فرایند یادگیری تأملی استخراج گردیدند. نتایج به‌دست‌آمده از پرسش‌نامه و تجزیه و تحلیل تأملات می‌تواند آگاهی معلمان نسبت به عوامل مؤثر در خواندن را بر اساس ادراک فراگیران افزایش داده و به آن‌ها کمک کند تا بازخورد مؤثر و فرصت‌های مناسب یادگیری را فراهم کنند.
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