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Record identifier : 564755
Personal Name - Primary Intelectual Responsibility : Mokarrami,Mohammad Amin
Title and statement of responsibility : On the impact of explicit training of a combination of reading strategies through mental modeling on the overall and partial reading comprehension ability of Iranian university students of management [Thesis]/مکرمی، محمد امین;supervisor: Zia Tajeddin;advisor: Mahnaz Mostafaei
Publication, Distribution,Etc. : , 2009
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Master of Arts
Discipline of degree : , Teaching English
Body granting the degree : , Allameh Tabataba,i University Faculty of Persian Literature and Foreign Language
Summary or Abstract : .هدف تحقیق: تاثیر تدریس سیستم ترکیبی از راهبردهای خواندن از طریق مدل سازی ذهنی بر توانایی کلی و نسبی درک مطلب دانشجویان ایرانی رشته مدیریت است. روند پیشرفت دانشج‌ویان شنان می دهد که اگر زمان بیشتری به این شیوه تدریس اختصاص داده شود نتایج چشمگیری حاصل می شود. تاثیر مثبت تدریس مستقیم ترکیبی از راهبردهای خواندن از طریق مدل سازی ذهنی نشان می دهد که این مدل می تواند به عنوان روش جایگزین یا حداقل به عوان مکمل روش های مرسوم بکار برده شود. تاثیر مثبت این روش در ازایش انگیزه و استقلال دانشجویان نیز قابل تامل می باشد
: What teachers can do to smooth the process of their students learning and develop autonomous learners has been one of the major pursuits in second language instruction. Teachers can no longer depend on a transmission model of training. They need to help students develop strategies that make them actively engaged in the learning process. This study explores the effectiveness of a model of explicit reading strategy training to facilitate the student learning and develop autonomous readers. This model has been devised based on the well established principles adapted from three distinguished model of reading strategy training namely Reciprocal Teaching Approach (RTA), Transactional Strategy Instruction (TSI), and Cognitive Academic Language Learning Approach (CALLA). For this purpose, three classes of B.A. students of management in the University of Semnan who had taken ESP course were chosen. All students took a pre test and extreme cases in each class were excluded from the study. Then each class played the role of a study group two experimental groups and one control group. The experimental group 1 received four sessions of explicit reading strategy training through mental modeling, the experimental group 2 received four sessions of explicit combination reading strategy training, and control group attended four normal session of ESP course. Then, the post test for three groups was run to assess the effectiveness of the methods. It should be mentioned that both tests went through a pilot study in order to establish their reliability and other essential characteristics. Students in experimental group 1 also took a reading strategy use questionnaire and a set of attitude elicitation questions. The study found that strategy training through both methods was relatively effective, however, no method proved significantly more effective than the other one. Based on the questionnaire results, students in experimental group 1 reported considerable use of reading strategies. The correlation coefficient between their post test scores and questionnaire scores showed that their improvement was to some extent due to strategy use. Based on the result of attitude elicitation questions, students in the experimental group 1 displayed positive reaction towards reading strategy training.
Topical Name Used as Subject : mental modeling
: think-aloud procedure,
: embedded
Information of biblio record : TL
 
 
 
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