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گواهی نمایه سازی مقاله Investigating the effect of explicit instruction of lexical and grammatical cohesive devices in Iranian intermediate EFL learners` reading comprehension skills

عنوان مقاله: Investigating the effect of explicit instruction of lexical and grammatical cohesive devices in Iranian intermediate EFL learners` reading comprehension skills
شناسه (COI) مقاله: TELT01_268
منتشر شده در اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی در سال ۱۳۹۲
مشخصات نویسندگان مقاله:

Siamak Karimi - Islamic Azad University, Abadeh, Shiraz
Iraj Noroozi - Islamic Azad University, Varamin, Iran
Seyed Jamal Abdolrahim Zadeh - Islamic Azad University, Abadeh, Iran

خلاصه مقاله:
This study is specifically concerned with the effect of grammatical and lexical cohesive devices on reading comprehension of Iranian EFL learners. To accomplish the present research, 400 students who were majoring in English language teaching at Rasht Azad University were selected. The age of participants’ ranged from 20 to 30, but the sex of the participants was not considered in this study. For the researcher to make sure that the participants were at same level of proficiency, a NTC`s TOEFL test of language proficiency was administered to the subjects. After the analyzing the data, 150 participants whose scores were at the modified percentile level, nearly from 70 to 80 percent, were selected to play the role of the overall participants. The researcher divided them into three groups: a control group and two experimental groups (30 students in each class). The control group received placebo (without useful instruction about cohesive devices), but experimental groups received treatment (grammatical and lexical cohesive markers instruction). In order to achieve the aim of the study, the researcher designed a valid and reliable pre-test on two texts: The first text was designed to recognize the impact of knowledge of lexical cohesion on students' reading comprehension, and the second text was to unravel the effect of grammatical cohesive devices knowledge on students' reading comprehension. As treatment, the researcher selected twenty intermediate passages of which the level of difficulty were determined through the Fog Index Model. The grammatical and lexical cohesive devices instructed explicitly through these passages to the selected participants. This treatment included eight lessons. Researcher used these passages for the first phase of the study- that is, the effect of lexical and grammatical devices on reading comprehension. Moreover, the second phase of the study focused on considering that which one of the two experimental groups have obtained better results than the control group. After that, the researcher carried out a post-test to identify the effect of cohesive devices on students' reading comprehension skill. Finally, with the help of our experimental study and after considering the statistical analysis this research led to the conclusion and the results showed that there was a significant difference between the mean scores of a control and two experimental groups allowing the researchers to reject the null hypotheses. The findings indicated generally that explicit instruction of cohesive markers significantly improves EFL learners’ reading comprehension ability. Furthermore, these data supported the view that lexical cohesion affected positively on reading comprehension more than grammatical cohesion did.

کلمات کلیدی:
Cohesion, Cohesive devices, Reading comprehension, Lexical cohesion

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