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Record identifier : 564221
Personal Name - Primary Intelectual Responsibility : Mashkouri najafi, Mohammad ali
Title and statement of responsibility : Interactive models in reading comprehension [Thesis]/محمدعلی مشکوری نجفی;supervisor: Dr. A. Miremadi;advisor: Dr. M. Nowruzi
Publication, Distribution,Etc. : , 1995
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliograpy P. 72 - 75
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 : Reading in English as a foreign language plays a crucial role in academic studies of Iranian college students. This role rather a universal phenomenon for all non - English speaking students in different countries.Nevertheless, English courses at this level, which are mostly ESP courses for rather intermediate English readers, are not dealt with in the proper way. Recent studies and experiments, especially on ESL / EFL reading, described reading as an " Interactive model " which holds that " interactice refers to the interaction between information obtained b means of bottom - up decoding and information provided by means of top - down analysis. This research has been conducted to answer the following questions: 1- Does the improvement of linguistic and world knowledge have any role in developing reading ability of EFL / ESL readers? 2- Can linguistic Knowledge be considered for world knowledge or vice verca? 3- Do we need both linguistic and world knowledge in an interactive approch toward reading comprehension? The result of the applied statistical procedure revealed that for this level of EFL readers both linguistic and content Knowledge have fundamental roles for any proper reading and comprehension. Moreover, this calculation rejected the third null - hypothesis which revealed that neither linguistic nor content Knowledge can be neglected for the other one. This recent notion suggests that at non - advanced language proficiency, EFL readers might receive as much help from linguistic knowledge as they receive from content knowledge..
Information of biblio record : TL
 
 
 
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