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Record identifier : 564364
Personal Name - Primary Intelectual Responsibility : Soltani abhari, Maryam
Title and statement of responsibility : The role of textual key words in EfL reading comprehension [Thesis]/مریم سلطانی ابهری;supervisor: Dr. M.Norouzi;advisor: Dr. S.A.Miremadi
Publication, Distribution,Etc. : , 1992
Language of the Item : eng
Internal Bibliographies/Indexes Note : bibliographical P. 145-151
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 : Professionals in ESL / EFL education should be vitally concerned with approaches that can improve the reading skills of learners. Interactive approches to reading hold much promise for our understanding the complex nature of reading, especially as it occurs in second or foreign language and culture. Early work in ESL / EFL reading assumed a rather passive, bottom - up view of reading. However, over the past few decades EFL reading theory and research have undergone dramatic changes. From a simple decoding system un the recent past, reading has moved towards a complex psycholinguistic, interactive model considering both boom - up processes of decoding and top - down processes of building up a replica of the message through an intelligent " guessing game ". This dramatic change may be attributed to a change in the whole system of language teaching, which is moving towards the communicative aspects of language. This research study aimed to find the role of textual key - words in EFL reading comprehension with a special emphasis on the activation of the studens' backgrond Knowledge to guess the content of the text. The proposed hypothesis, that providing students with the key words of a reading passage in its framework does not contribute to the comprehension of the passage was confirmed..
Information of biblio record : TL
 
 
 
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