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Record identifier : 564303
Personal Name - Primary Intelectual Responsibility : Rahavi, Mahin
Title and statement of responsibility : The relationship between extensive reading and comprehensible input [Thesis]/مهین رهاوی;supervisor: Dr. S.A. Miremadi;advisor: Dr. S. M. Ziahosseini
Publication, Distribution,Etc. : , Junuary 1997
Language of the Item : eng
Internal Bibliographies/Indexes Note : bibliographical 50 - 54
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 : Like the other language skills, reading is a communication activity, which requires the language user linguistic knowledge to comprahend the author's intended message. Being a receptive skill, reading can provide F/SL students with a valuable source of information about the native speakers, culture, their way of life and thinking as well as their contributions to the scientific fields and modern technology. In fact, Krashen has even claimed that reading is comprihensible input. thus, it can also be regarded as a means which makes comprehensible input available and as a result may help language acquisition to take place. Considering the different goals readers pursue, there are vareous types of reading. If EFL students read for pleasure or out of their own interest and needs - depending on their indevidual ability they are able to read to the top their speed, This type of reading is called extensive reading. If they read to gain detailed information and intend upon analyzing a text, they are involved intensive reading. Also compared to intensive reading, in extensive reading the passages are usually longer and contain less complicated vocabulary items and grammtical structures. In addition, new words and structures are introduced gradually. As for the objective of the present study, it tried investigate whether extensive reading could provide EFL students with comprehensible input. In other words, it was an attempt to examine whether EFL students could acquire L2 through extensive reading. Thus, the following null hypothesis was proposed: HO: Extensive reading has no significant role in providing EFL students with comprehensible input. The result of this study underlines the importance of extensive reading and its role as a valuabla source of comprehensible input..
Information of biblio record : TL
 
 
 
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