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Record identifier : 564341
Personal Name - Primary Intelectual Responsibility : Sedighi, Ahmad
Title and statement of responsibility : Remodeling english reading comprehension classes : The effects of training in the use of reading sterategies on the improvement of reading comprehension [Thesis]/احمد صدیقی;supervisor: Dr.P. Birjandi;advisor: Dr. S.M. Ziahosseini
Publication, Distribution,Etc. : , September 1998
Language of the Item : eng
Internal Bibliographies/Indexes Note : bibliographical 141 - 147
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 : A close look at what goes on in EFL reading classes in Iran will reveal that despite the introduction of new notions such as: Top - down and bottom - up processes, the role of schema and background knowledgem discourse - analysis of written text, reading strategies (cognitive, metacognitive, and social affective) etc, which have revitalized the field of second and foreign language reading, Iranian teachers who are teaching English reading comprehension courses are still sticking to traditional approaches with concentrate on teaching components of language i.e., teaching vocabulary, grammar and pronunciation . This way of teaching reading comprehension has not been able to train matue, effective readers. Therefore, a remodeling of English reading comprehension classes is indispensable. To tackle the problems, the traditional methods of teaching reading( i.e, those which create a habit of concentrating just on language forms) must be replaced by more dynamic, creative, and involving ones. We should employ strategies, classroom tasks and activities which can provide for the learner and teacher development, give reading classes new identity, new absorption, and new life. It is time to reexamine the existing state of affairs and attempt to remodel some of our courses in EFL. why not start with reading classes? Based on the purposes the following research questions were adressed. 1. How is English reading comprehension presently taught university level in Iran? What reading strategies are taught? 2. How do Iranian students majoring in English as a foreign language approch a text for reading comprehension? What are reading strategies of successful and unsuccessful readerrs? 3. Does explicit training in the use of comprehension strategies in EFL reading classes improve students' comprehension? 4. Is the effect of training on comprehension similar for all students, or is there a differential effect on students of various reading ability level?.
Information of biblio record : TL
 
 
 
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