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۱The Effect of Intensive– and Extensive–Reading–to–Write Tasks on L2 Learners’ Written Lexical Density
اطلاعات انتشار: دومین کنفرانس ملی تحقیقات کاربردی در مطالعات زبان انگلیسی، سال
تعداد صفحات: ۱۲
Recent studies have witnessed the application of skills’ integration that ameliorates the outcomes of those skills, both in quality and quantity. But, the importance of different instructions on this integration is not considered. The current study investigates the effects of different types of reading on writing in integrated reading–to–write tasks. The participants comprised 45 foreign language learners of English in intermediate level, in three groups who have done a pretest and a posttest of writing and a set of three readings, in between. The first group had traditional discrete–skill instruction while, the second and the third group had intensive and extensive reading–to–write instructions. Intensive and extensive reading–to–write instructions exposed more lexical density in the writings, compared to the discrete–skill instruction. All the essays were examined based on their lexical density. ANCOVA results revealed that the presence of intensive and extensive instructions made a great difference in the posttests of the groups in which the lexical density of essays were fortified a lot more by intensive instructions rather than extensive ones. The implications of the study showed that integrated skills of intensive and extensive reading–to–write tasks had major effects of lexical improvement in the writings, in the realm of language teaching.<\div>

۲A Study of EFL Students’ Metacognitive Awareness of Reading Strategies
نویسنده(ها): ، ،
اطلاعات انتشار: اولین کنفرانس ملی زبان انگلیسی، سال
تعداد صفحات: ۵
Reading is a complex skill and some English as a foreign language (EFL) students have difficulties in comprehending academic texts. Moreover, research has showed a positive relationship between metacognitive knowledge and success in reading comprehension. This study was intended to assess metacognitive awareness and use of reading strategies of EFL university students in reading academic texts in English. It also examined the differences between more proficient and less proficient EFL students in the use of metacognitive reading strategies in reading academic texts. To these ends, 75 university students participated in this study. Based on their scores in a reading comprehension test, they were divided into more and less proficient readers. To collect data, Survey of Reading Strategies (SORS) and Test of English as Foreign Language (TOFEL) were used. The results revealed that the students reported using the overall strategies at a moderate frequency level. The most frequently used reading strategies were problem solving strategies, followed by global and support strategies respectively. Furthermore, the more proficient group significantly outperformed the less proficient group in problem solving, global and support reading strategies. The findings of this study can help less proficient students improve their reading comprehension and lead them to autonomous learning.<\div>
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