Abduljalil Nasr HAZAEA, Ali Abbas ALZUBI

Effects of CDA Instruction on EFL Analytical Reading Practices

Yabancı Dil Olarak İngilizce okumasına yönelik söylem tabanlı yaklaşımlar, öğrencilerin pasif rollerini 'metinlere karşı dayanıklı' hale getirmektedir. Bu makale, Najran Üniversitesi Hazılık Sınıfı erkek öğrencilerinde Eleştirel Söylem Analizinin Yabancı Dil Olarak İngilizce analitik okuma uygulamalarını ne derecede geliştirdiğini incelemektedir. Bu çalışma, bir Yabancı Dil Olarak İngilizce sınıfında Eleştirel Söylem Analizi analiz düzeylerini (metin analizi, söylem analizi ve eleştirel söylem analizi) kullanmaktadır. Bu yarı deneysel calışma tasarımında, bir okuma sınıfından veri toplamak için uygulama öncesinde ve sonrasında bir anket ve bir test kullanılmıştır. Uygulama öncesinde, sınıfta okuma geleneksel yöntemlerle öğretilirken, uygulama sırasında sınıfta Eleştirel Söylem Analizi talimatları kullanılmıştır. Hem anket hem de testten toplanan veriler eşleştirilmiş örnek t-testi kullanılarak analiz edilmiştir. Sonuçlar her analitik uygulamada, yani metin analizinde (tanımlama), söylem analizinde (yorumlama) ve eleştirel söylem analizinde (açıklama), istatistiksel anlamlıklık göstermektedir. Ön ve son testlerin ve anketlerin korelasyon analizi eleştirel söylem analizinde istatiksel olarak anlamlıklık göstermektedir (.019). Yabancı Dil Olarak İngilizce okuma sınıflarında eleştirel kültürlerarası farkındalığı geliştirmek için Eleştirel Söylem Analizinin rolü hakkında daha fazla araştırma yapılması önerilmektedir

Eleştirel Söylem Analizi Talimatlarının Yabancı Dil Olarak İngilizce Analitik Okuma Uygulamaları Üzerine Etkileri

Discourse-based approaches to EFL reading have shifted the students` passive role to become ‘text resistant’. This paper examines the extent to which Critical Discourse Analysis (CDA) enhances analytical reading practices in English as a Foreign Language (EFL) reading context among Preparatory Year students at Najran University. The paper operationalizes CDA levels of analysis (namely, text analysis, discourse analysis, and critical discourse analysis) in an EFL reading classroom. In this quasi-experimental design, a questionnaire and a test were used to collect data from a reading class before and after the interventional program. Prior to the treatment, the class was taught reading through traditional methods, whereas in the treatment stage, the class was conducted using CDA instruction. The data collected from both the questionnaire and the test were analyzed using the paired sample t-test. The results showed statistical significance in each analytical practice: text analysis (description), discourse analysis (interpretation), and critical discourse analysis (explanation). The correlation analysis of the pre- and post- tests and questionnaires showed a statistical significance in the critical discourse analysis (.019). Further research on the role of CDA in fostering critical intercultural awareness in an EFL reading classroom is suggested

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