| |
| Record identifier
|
:
|
564216
|
| Personal Name - Primary Intelectual Responsibility
|
:
|
Khadivinia moghadam, majid
|
| Title and statement of responsibility
|
:
|
The effects of activating schemata on reading comprehension [Thesis]/مجید خدیوی نیا مقدم;supervisor: Dr. Nowruzi;advisor: Dr. P.Birjandi
|
| Publication, Distribution,Etc.
|
:
|
, September 1994
|
| Language of the Item
|
:
|
eng
|
| Internal Bibliographies/Indexes Note
|
:
|
Bibliography P. 91 - 94
|
| Dissertation of thesis details and type of degree
|
:
|
Master of Arts(M.A)
|
| Body granting the degree
|
:
|
, College of Persian Literature and Foreign Languages Allameh Tabatabaei
|
| Summary or Abstract
|
:
|
Traditional in the study of second language comprehension, the emphasis has been almost exclusively on the comprehended and not on the comprehender. Meaning is often conceived to be in the text or in the utternace, to have a separate,independent existence from both speaker or writer and listener or reader. In such a view, failures to comprehend nondefective communication are always attributed to language - spacific deficit perhaps a word was not in the reader's vocubulary, a rule of grammar was misapplied, an anaphoric cohesive tie was improperly coordinated, and so on. The study aimed at providing answers for the following questions: 1. can activation of reader's prior Knowledge compensate. for their low language profeciency and improve their reading comprehension. 2. Does activation of mere linguistic background knowledge help readers comprehend the reading text at a reasonable rate? 3. Does high language proficiency compensate for the lack of background knowledge about the topic and / or content area of the reading text and maintain their reading comprehension at areasonable rate? The results showed that there was a sharp difference between experimental group and control group in terms of their mean acheivments..
|
| Information of biblio record
|
:
|
TL
|
| | | | | |
| | |  |
http://dl.islamicdoc.com/site/catalogue/564216
| | | |
| | | |
|