文章基本信息

标题：Effects of CDA Instruction on EFL Analytical Reading
本地全文：下载
作者：Abduljalil Nasr HAZAEA ; Ali Abbas ALZUBI
期刊名称：Novitas-ROYAL
印刷版ISSN：1307-4733
出版年度：2017
卷号：12
期号：2
页码：88-101
出版社：Novitas-ROYAL
摘要：Discourse-based approaches to EFL reading have shifted the students`passive role to become ‘text resistant’. This paper examines the extent to which CriticalDiscourse Analysis (CDA) enhances analytical reading practices in English as aForeign Language (EFL) reading context among Preparatory Year students at NajranUniversity. The paper operationalizes CDA levels of analysis (namely, text analysis,discourse analysis, and critical discourse analysis) in an EFL reading classroom. In thisquasi-experimental design, a questionnaire and a test were used to collect data from areading class before and after the interventional program. Prior to the treatment, theclass was taught reading through traditional methods, whereas in the treatment stage,the class was conducted using CDA instruction. The data collected from both thequestionnaire and the test were analyzed using the paired sample t-test. The resultsshowed statistical significance in each analytical practice: text analysis (description),discourse analysis (interpretation), and critical discourse analysis (explanation). Thecorrelation analysis of the pre- and post- tests and questionnaires showed a statisticalsignificance in the critical discourse analysis (.019). Further research on the role ofCDA in fostering critical intercultural awareness in an EFL reading classroom issuggested.
关键词：CDA; EFL reading;description;interpretation;explanation.