Lower-order and Higher-order Reading Questions in Secondary and University Level EFL Textbooks in Jordan
Lower-order and Higher-order Reading Questions in Secondary and University Level EFL Textbooks in Jordan
复制标题
约旦中学和大学 EFL 教科书中的低阶和高阶阅读问题
DOI：
10.4304/tpls.4.9.1804-1813
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
O. Smadi
中科院分区：
文献类型：
--
作者：
Nasser M. Freahat;O. Smadi
本研究的目的是分析行动包11中阅读理解题的思维水平11.第11课：学习。行动包12（以下简称AP 12），在约旦教育部和New Headway Plus Pre-intermediate学校教授12年级（以下简称NHWP），是在耶尔穆克大学教授的第一门英语课程。三本教科书中的WH问句都是按照Bloom的分类法进行分析的。研究人员计算了三本教科书中问题认知水平的百分比和频率。采用卡方检验（χ2）比较两组被试的认知水平。结果表明，低水平问题在三个问题中占主导地位。研究还发现，低层次问题在两个阶段都占主导地位。一个有趣的结论是，大学教科书的阅读材料并没有显示出更高的思维水平。相反，高中课本中的阅读内容更多地集中在更高层次的思考问题上。因此，研究建议中学和大学之间应加强沟通，以弥合两者之间的差距。
The purpose of this study was to analyze thinking levels of the reading comprehension questions in Action Pack 11 (hereafter AP 11 ) which is taught for grade 11 , Action Pack 12 (hereafter AP 12 ) that is taught for grade 12 at the schools of The Jordanian Ministry of Education and New Headway Plus Pre-intermediate ( hereafter NHWP) that is taught for the first English language course taught at Yarmouk University. All WH-questions in the three textbooks analyzed according to Bloom’s Taxonomy. The researchers calculated the percentages and frequencies of the cognitive levels of the questions in the three textbooks. Chi square (χ2) was used to draw comparisons between the cognitive levels of the questions. The results indicated that low-level questions are dominant in the three. It was also found that low-level questions were dominant in both stages. An interesting conclusion was that the reading material of the university textbook does not show a higher level of thinking. On the contrary, the reading content in the high school textbooks revealed more concentration on higher-level thinking questions. As a result, the study recommended that there should be more communication between secondary schools and universities to bridge the gap between them.