نوع مقاله : پژوهشی

نویسندگان

1 استادیار آموزش زبان انگلیسی، عضو هیئت علمی دانشگاه تربیت دبیر شهید رجائی، تهران، ایران

2 دانشجوی کارشناسی ارشد آموزش زبان انگلیسی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران

چکیده

منابع درسی در دوره‌های زبان تخصصی بر توسعه و تقویت مهارت خواندن و درک مطلب دانشجویان تأکید دارند. هدف تحقیق حاضر بررسی و مقایسۀ سؤالات بخش خواندن در کتاب‌های زبان تخصصی قدیمی و جدید چاپ‌شده در سازمان سمت بود. بدین منظور، دسته‌بندی فریمن (Freeman 2014) مورداستفاده قرار گرفت و کلیۀ فعالیت‌های مربوط به این مهارت در پنج کتاب زبان تخصصی قدیمی و پنج کتاب زبان تخصصی جدید دسته‌بندی شدند. نتایج نشان داد که حدود نیمی از فعالیت‌های موجود در کتاب‌های قدیمی مربوط به سؤالات محتوایی بود، درحالی‌که بیش‌ترین میزان فراوانی در کتاب‌های زبان تخصصی نسل جدید به سؤالات مرتبط با دانش زبانی تعلق داشت. علاوه‌براین، در هر دو مجموعه، سؤالات مربوط به دانش لغوی و درک ضمنی بیش‌ترین میزان فراوانی را داشتند. هم‌چنین، درمیان دو نوع سؤالات مربوط به تأثیر عاطفی، سؤالات مربوط به زیرمجموعۀ ارزیابی فراوانی بیش‌تری داشت. نتایج حاصل از آزمون «خی‌دو» نیز نشان‌دهندۀ تفاوت معنادار بین کتاب‌های زبان تخصصی قدیمی و جدید از نظر فراوانی سؤالات مرتبط با محتوا و دانش زبانی بود، گرچه تفاوت معناداری از نظر تعداد سؤالات تأثیر عاطفی مشاهده نشد. نتایج تحقیق حاضر می‌‌تواند برای مؤلفان و مدرسان زبان تخصصی مفید واقع شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

A Critical Evaluation of Reading Comprehension Questions in English for Academic Purposes Textbooks: Old Versus New Generation

نویسندگان [English]

  • Mavadat Saidi 1
  • Soheila Nasiri 2

1 Assistant Professor of TEFL, Shahid Rajaee Teacher Training University, Tehran, Iran

2 MA Student of TEFL, Shahid Rajaee Teacher Training University, Tehran, Iran

چکیده [English]

English for academic purposes materials primarily focus on developing and enhancing the university students’ reading skills. The current study aimed to evaluate and compare the reading comprehension questions in the old and new generations of EAP textbooks published by SAMT. To this end, the reading comprehension questions in ten EAP textbooks (five old and five new) were identified and categorized in light of Freeman’s (2014) taxonomy. The results indicated that almost half of the questions were related to the Content category in the old textbooks while the highest frequency in the new ones belonged to the Language questions. Moreover, Lexical and Implicit comprehension types were the most frequent questions in both old and new textbooks. With regard to the Affect category, the evaluation type was the most common one. The results of Chi-square tests also revealed a significant difference between old and new EAP textbooks in terms of the frequency of content and language questions while no significant difference was found considering the effect questions. The findings of the current study carry pedagogical implications for EAP course design and material development.

کلیدواژه‌ها [English]

  • Textbook Evaluation
  • Freeman’s (2014) Taxonomy
  • English for Academic Purposes
  • Reading Comprehension Questions
  • EAP Textbooks
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