پرستو یوسفی نویسنده و دبیر رسمی زبان انگلیسی

پرستو یوسفی نویسنده و دبیر رسمی زبان انگلیسی

پرستویوسفی دبیر رسمی زبان انگلیسی دراذر سال ۱۳۶۵ در زادگاهش سنندج مهد فرهنگ و تمدن به دنیاآمد بعد از گذراندن دوران ابتدایی راهنمایی و متوسطه در کنکور سال ۱۳۸۵ در رشته آموزش زبان انگلیسی شهر همدان دانشگاه فرهنگیان در مقطع کاردانی پذیرفته شد.درسال ۱۳۹۰ بارتبه اول از دانشگاه تربیت دبیر شهید رجایی فارغ التحصیل شدوتحصیلات خودرا در مقطع ارشد در دانشگاه همدان از سال ۱۳۹۱ شروع کرد.درزمینه تالیف کتاب نیز اولین کتاب خود را با همکاری جناب آقای حسین وش مدیر مسول انتشارات گنجور درسال ۱۴۰۱ به چاپ رسید .

درحال حاضر مدرس است ومدت ۱۷ سال است که در آموزش وپرورش استان کردستان مشغول به تدریس می‌باشد . او علاوه بر تدریس در مدارس دولتی به تدریس آنلاین در استاد بانک هم مشغول می‌باشد ومقاطع مختلف تحصیلی راتدریس میکند . در طی چندسال اخیر اوتحقیقات و مطالعات خود را درزمینه مدیریت آموزشی شروع کرد و موفق به اخذ مدارک معتبر بین المللی شد .

او در نوجوانی آموزش روغن به سبک رنگ روغن را شروع کرد و تابلوهای زیادی کشید وان طور که خودش میگوید نقاشی یکی از کارهای مورد علاقه اش در نوجوانی بوده است . او عاشق سفر کردن است و زمان زیادی راد سفر میگذراند .

او همچنین عاشق جمع آوری و خواندن کتاب است و کلکسیونی از کتاب های جدید و قدیمی ونفیس راد کتابخانه اش دارد .او علاقه زیادی به کتاب های روانشناسی دارد وشاعرانی چون مولانا و حافظ وشمس تبریزی را دوست دارد.

پرستو یوسفی نویسنده و دبیر رسمی زبان انگلیسی

قسمتهایی از کتاب

 Introduction

One of the most significant language skills which has received special focus in foreign language teaching is reading. Reading is a complicated process for foreign language learners. It is an active and receptive skill and provides those who learn English as a Foreign Language (EFL) with meaningful input in the course of acquiring foreign language.

According to Baier (2005), reading comprehension is a skill that is critical in the educational success of all individuals. Without adequate reading comprehension skill, students can struggle in many subject areas.

Many researchers including Oxford (1990), O’Malley and Chamot(1990) have put their efforts on strategy-based study of the process of reading comprehension. They also have used different methods to enhance the reading comprehension skill of the students such as using explicit strategy instruction to make students aware of their own strategy use and the existence of other strategies. The Rotational Instructional Model from which BRIM has evolved was originally developed by Dr. Janet Allen and Dr. Ted Hassel. Based on their project one method to facilitate reading comprehension in foreign language classes is BRIM (Balanced Rotational instructional Model) (Sharma and Barret, 2007).

The need for BRIM is becoming more apparent in the current setting of teaching English as a foreign language. The method originated from Blended learning approach (Gibson, 2007). In Blended learning, both face to face learning and online learning are used together. Face to face learning provides the students with the opportunity to have interaction with their peers and the teacher. This situation provides them with more motivation and the ability to assess their development at the moment due to interaction with other students and teacher (Sharma and Barret, 2007).

Strategy-based Reading comprehension has been addressed in many studies such as Khosravi (2000) who made an attempt to investigate the effect of scanning and skimming, as two reading strategies, on Iranian EFL students’ reading rate and reading comprehension and Shokrpour and Fotovatian (2009) conducted an experimental study to determine the effects of metacognitive strategies on a group of Iranian EFL students’ reading comprehension but there is no study done on the role of BRIM in improving reading comprehension proficiency based on using strategies. Based on these researches in EFL contexts, unlike the other skills, reading receives the highest attention among all the skills. This higher attention goes back to the learners’ needs and educational objectives in the EFL contexts. Reading is stressed more than other skills and teachers in classes just focus on enhancing their learners’ reading comprehension. In order to help learners better in enhancing their reading comprehension in classes and tackle their reading comprehension problems, teachers need to identify their learners’ problems first and then think of appropriate strategies in order to assist them in improving their reading comprehension. Based on the above-mentioned studies, it had been observed in the Iranian English classes that the students generally did not have a lot of problem in finding the meaning of the words and understanding their meaning. Their main problem lied in their ability to find the connection between these words and the connection between sentences and concepts in the passage. Their main problem lied in the form of the language. This does not mean that the importance of the vocabulary should be underestimated in the process of reading comprehension. So the present study tries to investigate the effect of using BRIM on improving reading comprehension proficiency of Iranian EFL learners.

 

 

Statement of the Problem

Reading is an essential pre-requisite for success in todays world and the current explosion of research in Second Language Acquisition (SLA) reading has begun to focus on reader strategies because reading strategies show how readers conceive a task, what textual cues they attend to, how they make sense of what they read, and what they do when they do not understand (Carrell, 1989). Reading is an important means by which, not only is new information learned, but also new language skills are acquired. In any first language, even relatively advanced learners constantly acquire new vocabulary knowledge through reading (Carrell, 1989, p.121). In a second language, learners are exposed to valuable second language input which they can use to advance their second language acquisition (Carrell, 1999).In both first and second language learning, reading is the primary source of new information about all sorts of topics. The goal of most second language reading programs is to turn “learning to read” into “reading to learn” (Carrell, 1999). Whatever the process used by a learner when reading a text, there are a variety of problems present in reading and understanding the text especially in Iranian English language institutes. Problems that refer to syntactic complexity, poor vocabulary, and either general or field specific, discourse structure and organization of the paragraph, cultural, intellectual and cognitive problems (Mehrabi, 1999).The students are encountered with many difficulties during reading in second language. During reading comprehension process they struggle for understanding the text and most of the time the process of reading is boring (Mehrabi, 1999).

Calvo (1997) classifies so many reading problems and says the absence of appropriate reading strategies to cope with new vocabularies and structures could be a cause for comprehension failure.

Our language learners in English institutes cannot get the idea quickly and locate the main idea through skimming or the key points of interest through scanning or they cannot use the known linguistic information to facilitate their comprehension, while these strategies are necessary tools for comprehension (Oxford, 1990).

Based on the research done on learning a foreign, it can be claimed that many learners experience a great difficulty in reading and understanding the texts in a foreign language. This holds true even if the learners possess a considerable amount of linguistic knowledge (Borlett, 1932; Ortonyand Rumelhart, 1977; Rumelhart, 1980). More specifically, reading comprehension as the major skill which is taught in our high schools is associated with so many problems. Thus, to overcome these difficulties, the readers should use many different procedures called strategies in coming into terms with the text: They proceed generally from front to back of the documents when reading. They also pay selective attention, make notes, predict, paraphrase and back up when confused through the process of reading. They also should learn to use cognitive, metacognitive, many different kinds of reading strategies (Afflerbach, 1995: Carrell, 1999). Hence the focus in this study was on learning how to read more effectively in order to gain information or to read for pleasure, not just on reading for further language acquisition. Language learning as a complex phenomenon has different aspects and skills and various factors are involved in learning a language. Reading comprehension as a “constructive procedure” (Sapir, 1980) involves the coordination of attention, memory, perceptual processes and comprehension processes (Kern, 1989).

So, this study aims at investigating the impact of creating awareness of reading flexibility through BRIM and also the impact of helping learners to develop appropriate reading based strategies on reading comprehension performance of learners and their success in effective reading comprehension.

 

What Is Reading

Berstin (2000)states that blended learning is a combination of different training “media” (technologies, activities, and types of events) to create an optimum training program for a specific audience. The term “blended” means that traditional

پرستو یوسفی نویسنده و دبیر رسمی زبان انگلیسی

پرستو یوسفی نویسنده و دبیر رسمی زبان انگلیسی

 

 

 

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