文章基本信息

标题：Enhancing Literary Competence Through Critical Oriented Reading Strategies
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作者：Atefeh Mozafari ; Hamed Barjesteh
期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2016
卷号：5
期号：7
页码：168-177
DOI：10.7575/aiac.ijalel.v.5n.7p.168
出版社：Australian International Academic Centre PTY. LTD.
摘要：This study investigates the impact of critical oriented reading strategies on Iranian EFL male and female students’ literary competence (LC). In so doing, 109 homogenized male and female college students of English Literature were screened out of 160 participants due to administering Oxford Placement Test (OPT) among them. The selected participants were randomly assigned into critical (experimental) and non-critical (control) group. They were subsequently divided into male and female groups. All groups were given a novel, Jane Eyre, to read. Then the subjects were given the same pre-post test in the form of LC questionnaire aimed to determine their level of LC before and after the intervention. During the intervention, participants in the critical group were taught and encouraged to use critical reading strategies (CRSs). However, the non-critical group was taught the conventional method of reading. The results indicated a significant difference between learners’ LC before and after the intervention. However the LC difference was not statistically significant in term of gender. This study provides more evidence for the importance of CRSs that apparently empower students to know, explain, analyze and answer the questions that arise in a text which leads eventually to a progress in LC of the learners.
其他摘要：This study investigates the impact of critical oriented reading strategies on Iranian EFL male and female students’ literary competence (LC). In so doing, 109 homogenized male and female college students of English Literature were screened out of 160 participants due to administering Oxford Placement Test (OPT) among them. The selected participants were randomly assigned into critical (experimental) and non-critical (control) group. They were subsequently divided into male and female groups. All groups were given a novel, Jane Eyre, to read. Then the subjects were given the same pre-post test in the form of LC questionnaire aimed to determine their level of LC before and after the intervention. During the intervention, participants in the critical group were taught and encouraged to use critical reading strategies (CRSs). However, the non-critical group was taught the conventional method of reading. The results indicated a significant difference between learners’ LC before and after the intervention. However the LC difference was not statistically significant in term of gender. This study provides more evidence for the importance of CRSs that apparently empower students to know, explain, analyze and answer the questions that arise in a text which leads eventually to a progress in LC of the learners.
关键词：Critical Reading Strategies; EFL Learners; Literary Competence; Reading Comprehension; Gender
其他关键词：Critical Reading Strategies; EFL Learners; Literary Competence; Reading Comprehension; Gender