چکیده:
This study was planned to investigate the effect of explicit teaching of some CriticalDiscourse Analysis (CDA) techniques on Iranian EFL learners' Reading Comprehension. It was attempted to explore any change in the students’ abilities in revealing the implied meaning of the texts. Any change in the students’ views toward learning English was also explored in this study after critical reading instruction through CDA techniques. To this end, two news articles were selected from online sources. The participants were 60 undergraduate students of Law at Bandar Anzali Azad University. They were assigned to two groups of 30 students. The experimental group were required to hand in a reflective essay on each reading article. They also responded to a questionnaire to reveal any change in their attitudes toward English language learning or any increase in their motivation to learn it. The results revealed that the experimental group outperformed the control group after being instructed to read between lines through CDA. Their motivation also increased in learning English after becoming familiar with the field of CDA.
خلاصه ماشینی:
"In this study, critical language awareness of a group of university students increased and their attitude toward texts extracted from the British press has greatly changed.
The aim of this study was to see the effect of critical discourse analysis (CDA) techniques instruction on the students’ comprehension after the exploration of their critical analyses of the texts before and after teaching CDA principles.
Quantitative and qualitative analyses of the data revealed that CDA-based instruction proved to be statistically more significant than the conventional treatment in both developing EFL leaners' reading ability and bringing about clues of changes in their orientation towards the nature and elements of language.
Moreover, in line with Correia's (2006) belief in the effectiveness of role of CD-based instruction of reading skill in making the readers feel themselves in a more equal status with the writers, and also positive role of teaching for reading strategies, as suggested by Missori (2007), in helping readers read critically and confidently, the findings of this study offer complementary contributions to the field.
Similarly, this study lends support to Zingraf's (2003) CDA-based instruction of text analysis for non-native speakers of English whose language awareness of a group of university students increased and their attitude toward texts extracted from the British press has greatly changed.
Comparing the two versions of the students’ analyses, the teacher found that after CDA techniques instruction the students’ critical language awareness increased and they got more positive attitudes toward learning English language."