پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 543 |
| تعداد مقالات | 4,252 |
| تعداد مشاهده مقاله | 6,907,485 |
| تعداد دریافت فایل اصل مقاله | 3,536,518 |
تحلیل محتوای کتابهای زبان انگلیسی دوره اول متوسطه بر اساس فرمول خوانایی Fog | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| دوره 3، شماره 2 - شماره پیاپی 5، اسفند 1402، صفحه 11-25 اصل مقاله (1.35 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2024.15884.1084 | ||
| نویسندگان | ||
| کتایون حمیدی زاده* 1؛ ابوالفضل چزانی شراهی2؛ امیرحسین ابراهیمی2 | ||
| 1گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران. | ||
| 2دانشجوی کارشناسی آموزش ابتدایی، دانشگاه فرهنگیان، اراک، ایران | ||
| چکیده | ||
| پیشینه و اهداف: پژوهش حاضر با هدف بررسی کتابهای زبان انگلیسی دوره متوسطه اول بر اساس فرمول خوانایی Fog در سال تحصیلی ۱۴۰۳-۱۴۰۲ صورتگرفته است. روشها: به همین منظور از تحلیل محتوای کمی استفاده شده است. جامعه آماری این پژوهش کتب زبان انگلیسی سهپایه مقطع متوسطه اول بوده است که تمامی حجم جامعه مورد بررسی قرار گرفتند. ابزار پژوهش هم شامل سیاهه تحلیل محتوا بر اساس روش خوانایی Fog است که در سه بخش تعداد جملات، تعداد لغات و تعداد لغات چندسیلابی هر کتاب قرار گرفت . واحد تحلیل در متون و درک مطلب، لغت قرار گرفت. یافتهها:یافتهها نشان داد که میزان درجه دشواری متون و درک مطلب در سهپایه به ترتیب پایه هفتم ۴.۸۹، پایه هشتم ۷.۰۹ و پایه نهم ۸.۹۵ میباشد که این میزان حاکی از آن است که کتاب پایه هفتم دارای درجه دشواری پایینتر از حد مطلوب و پایههای هشتم و نهم دارای درجه دشواری ایدهآل و متوسط برای زبانآموزان مبتدی هستند. همچنین نتایج بیانگر این است که بیشترین تعداد لغات به ترتیب در پایههای هفتم با ۳۹.۳۶ درصد، پایه نهم با ۳۱.۷۹ درصد و پایه هشتم با ۲۸.۸۵ درصد وجود دارد. نتیجهگیری: میتوان نتیجه گرفت که یکی از عوامل ضعف و ناتوانی دانشآموزان در خواندن و فهمیدن متون در سطوح بالاتر بهخاطر سادهبودن بیش از حد مطالب در متوسطه اول میباشد. | ||
| کلیدواژهها | ||
| تحلیل محتوا؛ متوسطه اول؛ زبان انگلیسی؛ فرمول خوانایی Fog؛ برنامه درسی | ||
| عنوان مقاله [English] | ||
| Analysis of the content of English language text books for the first year of high school based on Fog's readability formula | ||
| نویسندگان [English] | ||
| katayoon Hamidizadeh1؛ Abolfazl chezani Sharahi2؛ Amir Hosseyn Ehrahimi2 | ||
| 1Department of Educational Sciences, Farhangiyan University, Iran, Tehran | ||
| 2BA student, Elementary Education, Farhangian University, Arak, Iran. | ||
| چکیده [English] | ||
| Background and Objectives: The current research was carried out to examine the English language books of the first secondary school based on Fog's readability formula in the academic year 1402-1403. Methods: Quantitative content analysis was used for this purpose. The statistical population of this research was English language textbooks of the first secondary level, and the entire population was investigated. The research tool also includes the list of content analyses based on Fog's reading method, which was divided into three sections: the number of sentences, words, and polysyllabic words in each book. The unit of analysis was placed in texts, reading comprehension, and words. Findings: The findings showed that the degree of difficulty of the texts and understanding in the third grade is 4.89, 7.09 for the 8th grade, and 8.95 for the 9th grade, respectively, which indicates that the 7th-grade book has a lower level of difficulty than Desirable and the eighth and ninth grades have an ideal and moderate degree of difficulty for beginners. Also, the results show that the highest number of words is in the seventh grade, with 39.36%; the ninth grade, with 31.79%; and the eighth grade, with 28.85%. There is a percentage. Conclusion: One factor contributing to students' weakness and inability to read and understand texts at higher levels is the excessive simplicity of the materials in the first secondary school. | ||
| کلیدواژهها [English] | ||
| Content analysis, First secondary school, English language, Fog readability formula, curriculum | ||
| مراجع | ||
|
Aghagolzadeh, F., & Davari, H. (2014). Globalization & Spread of English Language: Necessities & Requirements of Adopting a Critical Approach to English Language in Iran. Strategy for Culture, 7(25), 179-203. [In Persian] Ahmadi K, Ranjdoust, Ph.D. S, Azimi, Ph.D. M. (2022). An Analysis of Ministry of Education’s Strategic Plans Based on Favorable Components of English Language Teaching Using Shannon’s Entropy. QJOE; 38 (2) :27-46. [In Persian] Ahmadi Safa, M., Donyaee, S., Sohrabi, S., Farahani, M., Khasemi, D., & Saeedpanah, E. (2018). First Grade High School English Text Book Evaluation: Prospect I. Pizhuhish nāmah-i intiqādī-i mutūn va barnāmah hā-yi ̒ulūm-i insāni (Critical Studies in Texts & Programs of Human Sciences), 18(8), 1-24. [In Persian] Alipour, V., Bakan, S., & Moradi, R. (2016). The Qualitative Analysis of English Learning in Secondary School English Language Curriculum Based on Wayne Stein and Faint Straw Model. Educational Psychology, 12(42), 129-154. [In Persian] Bahrainy, N. (2013). An Analysis of Cultural Values in EL Textbooks. Strategy for Culture, 6(22), 163-182. [In Persian] Baleghizadeh, S., & Aghazadeh, s. (2020). Evaluating language teaching books from the perspective of culture and the position of English as an international language. Critical Language and Literary studies, 17(24), 121-144. [In Persian] Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). White Plains: Addison-Wesley Longman. Butler, D. B., Trosclair, E., Zhou, Y., & Wei, M. (2014). Student and teacher perceptions of academic English writing in Russia. Journal of Teaching English for Specific and Academic Purposes, 2(2),203 -227. Cunningsworth, A. (1995). Choosing Your Course Book. Oxford: Heinemann Publishers Ltd. Czepielewski, S. (2011). The virtual world of second life in foreign language learning. In S. Czepilewski (Ed.), Learning a Language in Virtual Worlds: A Review of Innovation and ICT in Language Teaching Methodology (pp. 15-25). Warsaw, Warsaw Academy of Computer Science, Management and Administration. Czerwionka, L., & Mugford, G. (2020). Cultural meaning-making in challenging interactions in L2 Spanish:language teachers’ perceptions. Journal of Spanish Language Teaching, 7(2), 123-136. Dudeney, G., & Hockly, N. (2009). Learning English as a foreign language for dummies. John Wiley and Sons. Hannerz, Ulf. (2001). Thinking about culture in a global acumen: culture in the communication age. The Annals, 570, 140-150. hayati, A. M., jalilifar, A.R, & khazaie, S. (2014). an investigation into the impact of mobile-game on blended english learning module. Language and Translation Studies (LTS), 46(4), 77-102. [In Persian] Hinkel, E. (2012). Language learning and language culture in a changing world. Applied Research in English,1(2), 45-56. Hojatpanah, S., & Dashtestani, S. R. (2020). New EFL textbooks at the Junior High school Level: Have the needs of students been taken into account?. Journal of Foreign Language Research, 10(3), 512-525. [In Persian] Hosseini, N. D., Farrokhi, F., & Morsali, J. (2009). An Evaluation of Iranian Junior High Schools‛ English Textbooks Using FOG Readability Index and Survey from Experienced Teachers. [In Persian] Irimiea, S. (2016). English as a foreign language: What challenges do teachers of English face? Studia Universitatis Babeş-Bolyai Geographia, 61(1), 145-158. Janfeshan K.(2018). Investigating Iranian New Senior High School Book (Vision 1) Based on Book Evaluation Checklist from Kermanshah EFL Teachers' Perspective, LRR , 9 (5) :197-239. [In Persian] Kaivanpanah, S., Alavi, S. M., & Tabaeifard, S. J. (2014). Evaluation of New English Language Teaching Programs of First and Second Grades of Iranian High Schools. Journal of Foreign Language Research, 4(1), 83-106. [In Persian] Luo, W. H. (2017). Teacher perceptions of teaching and learning English as a lingua franca in the expanding circle: A study of Taiwan: What are the challenges that teachers might face when integrating ELF instruction into English classes. English Today, 33(1), 2-11. Mahmoodi, M. H., & Moradi, M. (2015). Qualitative Critique and Evaluation of English for Schools (Prospect 1) with an Emphasis on Foreign Language Teaching Methodology. Pizhuhish nāmah-i intiqādī-i mutūn va barnāmah hā-yi ̒ulūm-i insāni (Critical Studies in Texts & Programs of Human Sciences), 15(36), 179-196. [In Persian] Moradi R, l Zaraii Zavaraki E, Sharifi-Daramadi P, Nili- Ahmadabadi M R, Delavar A. (2019). Enrichment of English Language Curriculum with Assistive Technology Approach and its Impact on learning of Students with Physical-Motor Impairments: A New Strategic Approach to Inclusive Education. Educ Strategy Med Sci; 12 (1) :1-7. [In Persian] Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press. Piri, M., Sahebyar, H., & Sadollahi, A. (0621). The effect of flipped classroom on self-directed learning in English language classescourse. Technology of Education Journal (TEJ), 12(2), 141-148. doi: 10.22061/jte.2018.2755.1703 [In Persian]
| ||
|
آمار تعداد مشاهده مقاله: 651 تعداد دریافت فایل اصل مقاله: 385 |
||