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Record identifier : 564788
Personal Name - Primary Intelectual Responsibility : Mohammadi Amin, Hora
Title and statement of responsibility : The effect of deep processing on reading comprehension of advanced Iranian university EFL Sudents [Thesis]/محمدی امین، حورا;supervisor: Mehdi Nowruzi;advisor: Mohammad KHatib
Publication, Distribution,Etc. : , 2008
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Masters of Art
Discipline of degree : , teaching English as a second language
Body granting the degree : , ALLAME TABATABA'I UNIVERSITY Faculty of Persian Literature and Foreign Languages
Summary or Abstract : . با ارائه تی تست مشخص شد که تحلیل متون تاثیر چشم گیری بر افزایش توانایی درک مطلب داشته و فراهم کردن چکیده متن تاثیر بهتر ی نسبت به تفسیر متن داشته است .نتایج همچنین نشان داد که اضافه کردن متن اولیه کمکی به افزایش تاثیر تفسیر متن نمی کند
: Schema theory emphasizes that reading comprehension is an interactive process between the reader and the text itself. Proponents of this view argue that a main determinant of the knowledge individuals obtain when reading a text is the knowledge they already possess. Guided by this view the current study determines to investigate the effects of calling one's background knowledge in the form of adding interesting elaborations to a text and also the effects of summarizing the main ideas presented in a text on reading comprehension of advanced Iranian EFL university students. It was also aimed to find out whether adding a related passage to a text may or may not enhance the effectiveness of adding interesting elaborations. It was speculated that these three strategies can not only foster interest toward autonomy in learning, specifically reading, they also encourage students to be more active readers.Two groups of Iranian university students were included for comparative purposes. The participants were from two universities assigned to an experimental and control group.. A pretest was administered to choose the advanced readers who were then asked to read three passages answer a set of multiple questions followed.Two designs were used in this study; a between subject design and a within subject design. The first was used to investigate the effectiveness of doing a deeper processing of texts on reading comprehension gains of EFL learners and the other was use to determine which process outperformed the other.The homogeneity of the two control and experimental groups were examined using an independent samples t-test. This t-test was also used to determine the effect of independent variables ( adding interesting elaborations, summarizing, pre test +adding interesting elaborations) on the dependant variable ( reading comprehension). A paired sample t-test was used to compare the effect of independent variables on the dependant variable.The study revealed that the students ability of comprehending a written text was significantly enhanced using the deeper processing strategies and summarizing was the most effective. However, reading a related text before the main passage did not contribute to better comprehension.
Topical Name Used as Subject : Interesting elaboration
: reading
: comprehension
Information of biblio record : TL
 
 
 
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