Sociocultural theory and reading comprehension: The scaffolding of readers in an EFL context
Sociocultural theory and reading comprehension: The scaffolding of readers in an EFL context
复制标题
社会文化理论和阅读理解：英语背景下读者的支架
DOI：
10.5861/ijrsll.2012.183
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Mahmood Dehqan
中科院分区：
文献类型：
--
作者：
R. G. Samar;Mahmood Dehqan
本研究旨在探讨基于社会文化的教学方法对英语学习者阅读理解能力的影响。本研究的基本目的是阐明教学技术的类型如何影响学习者的阅读理解和策略使用，以及高水平和低水平的学习者如何从干预中获益。研究对象为伊朗英语专业学生。本研究采用纳尔逊语言水平测试、研究者自制的阅读理解测试和阅读策略问卷（Phakiti，2006）作为数据收集工具。研究结果表明，社会文化教学法能提高英语学习者的阅读理解能力和阅读策略的使用。结果表明，语言水平因素对两组学生的阅读理解发展起着决定性作用，低水平学生尤其是社会文化组学生的阅读理解成绩优于高水平学生。然而，水平因素和教学方法之间的交互作用对阅读策略使用的影响不显著，从而得出结论，学习者的策略使用不受其水平的影响。这表明，认知和元认知策略得分的模式是相似的低水平和高水平的学生。
The focus of the present study was to investigate the possible effects of sociocultural-based teaching techniques on EFL learners reading comprehension. The basic purpose was to clarify how learners reading comprehension and strategy use could be affected by the types of teaching techniques and how high and low proficiency learners profited from the intervention. Iranian EFL students were used as the participants of the study. A NELSON language proficiency test, a researcher-made reading comprehension test and a reading strategy questionnaire (adopted from Phakiti, 2006) were used as data collection instruments. The results showed that the sociocultural teaching techniques leads to better reading comprehension and reading strategy use for EFL learners. Also shown that proficiency factor played a determining role in reading comprehension development of the two groups of this study and that the low proficiency learners, especially in sociocultural group, outperformed the high proficiency learners. However, the interaction effect between proficiency factor and teaching method was non-significant for reading strategy use; leading to the conclusion that strategy use of the learners was not affected by their proficiency level. This indicates that the patterns of cognitive and metacognitive strategy scores are similar for students of low and high proficiency.