Semantic Mapping Instruction, Reading Comprehension and Recall of Iranian EFL Learners

سال انتشار: 1392
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 773

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شناسه ملی سند علمی:

TELT01_233

تاریخ نمایه سازی: 28 آذر 1392

چکیده مقاله:

This study investigated the effectiveness of semantic mapping, an interactive reading strategy, on reading comprehension and recall of Iranian undergraduate students (non-EFL majors) reading texts in English. It also examined whether there is an interaction between gender and the effect of teaching semantic mapping strategy on reading comprehension and recall. The participants in this study were 120 male and female lower-intermediate undergraduate students taking a general English course at University of Tehran. A Certificate in Advanced English (CAE) reading test was administered to measure students’ proficiency at the beginning of the treatment. Afterwards, the participants were semi-randomly (Mackey & Gass, 2005) divided into experimental and control groups. The experimental group was instructed on how to apply semantic mapping strategy to their reading process while the control group received normal reading instruction. After administering two post-tests and a delayed recall post-test based on General English text book, quantitative and qualitative findings supported the findings of earlier research on the benefits of application of semantic mapping in the experimental group but failed to show a significant difference between males and females.

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نویسندگان

Mohammad Reza Valizadeh

University of Tehran