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Record identifier : 564342
Personal Name - Primary Intelectual Responsibility : Ghaffari, Bita
Title and statement of responsibility : The effect of content and formals schimata on reading comprehension and recall [Thesis]/بیتا غفاری;supervisor: Dr. P. Birjandi;advisor: Dr. S. M. Ziahosseini
Publication, Distribution,Etc. : , 1999
Language of the Item : eng
Internal Bibliographies/Indexes Note : bibliography P. 70-74
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 : Experience shows that many EFL learners fail to read effectively and efficiently. Some researchers claim that comprehension difficulties in an L2 are mainly due to poor reading abilities in the first language. Yet, other maintain that linguistic deficiencies are behind reading problems. However, what this research has to suggest is that some of the learners' apparently reading peoblems may problems of insufficient background knowledge.The study aimed at investigating the combined effects of content and formal structure of passages on reading comprehension and recall. To do so, four null hypotheses were proposed: 1. There is no significant difference between the mean reading performance of learners when they are familiar with the text content compared to when they are not. 2. There is no significant difference betweem the mean reading performance of learners when the text has a familiar formal structure compared to when it has an unfamiliar one. 3. Familiarity with the content area content area of the passage does not improve recall. 4. Violation of the formal rhetorical structure of a passage dose not impede recall. The results suggested that neither content nor from affected students' recall of the texts. From the total four null hypotheses, only the first one was rejected. The study indicated that content schemata influenced reading achievement to a greater extent than formal schemata, i.e: The existence or abcence of specific content schemata affected comprehension and inference - making ability..
Information of biblio record : TL
 
 
 
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