![]() ![]() ![]() 2834 charsĮXtra Voice Recorder is a combination of a powerful high-quality audio recorder and an easy-to-use audio files manager. Regarding findings of the study, pedagogical implications were presented for teachers and materials developers in the field of EFL teaching/learning.What is EXtra Voice Recorder Pro.? Description of EXtra Voice Recorder Pro. Further, the results revealed a statistically significant and positive relationship between AT and reading comprehension scores of the participants. Also no statistically significant relationship existed between participants' AT and their use of Global, Problem Solving, and Support subscales of reading strategy. The results of data analyses indicated that no statistically significant relationship existed between participants' AT and their overall reading strategy use. To this end, three instruments of Survey of Reading Strategy (Mokhtari & Sheorey, 2002), Second Language Ambiguity Tolerance Scale (Ely, 1995), and a reading test were administered to 114 (60 female and 54 male) intermediate level EFL learners of Iran Language Institute. The current study is an attempt to investigate whether any statistically significant relationship existed between Iranian EFL learners' ambiguity tolerance (AT) and their reading strategy use. The pedagogical implications of these findings are briefly discussed. Two main findings emerged: first, the participants in this study made use of three strategies when dealing with unfamiliar vocabulary second, these strategies were frequently employed in a noticeably ineffective manner and, in consequence, many of the participants' attempts at inferencing were conspicuously unsuccessful. Subsequently, individual reading tasks with concurrent think-aloud sessions were conducted to enable the identification of lexical processing strategies. To what extent does the employment of these lexical processing strategies result in successful identification of the meaning of unfamiliar vocabulary? A pre-test was conducted to provide a measure of the participants' overall reading proficiency and to ensure the unfamiliarity of the target words. What are the principle lexical processing strategies employed by Arabic-speaking university students when encountering unfamiliar vocabulary in academic English texts? 2. The following research questions were addressed: 1. This paper reports a study designed to contribute to our understanding of the types of reading strategy employed by L1 Arabic speakers when reading in English and in particular the types of knowledge sources and contextual clues they rely on when encountering unfamiliar English words. Consequently, an adapted version of the SORS is designed to fit the Algerian context of EFL for specific purposes.ĭespite the widespread consensus among researchers that readers whose first language is Arabic frequently experience major difficulties with word recognition when reading in English, there is little research into the strategic behaviour of first language (L1) Arabic readers when encountering unknown vocabulary in texts written in English. Findings reveal that Algerian ESP students, as medium users of reading strategies in general, tend to use Problem-solving more than other categories of reading strategies the absence of significant differences between males and females reported use of reading strategies meanwhile, students report use of some strategies other than those mentioned in Mokhtari and Sheorey's Survey. The study is realized through the administration of Mokhtari and Sheorey's (2002) Survey of Reading Strategies (SORS) to 100 students enrolled in first year engineering classes at the National Higher School for Hydraulics (ENSH), mainly to find out: (1) frequency of students' reported use of different reading strategies (Global, Problem-solving and Support reading strategies) (2) difference(s), if any, between female and male students' reading strategies use and (3) students reported use of any other strategies which are not included in the SORS. Relevant to this, the present paper tries to examine Algerian ESP students' awareness and use of reading strategies, especially while reading academic material in English. Promoting students' knowledge of the reading process as well as their metacognitive awareness of reading strategies has become a crucial issue of ESP teaching and undoubtedly an obligatory subject in higher education. ![]()
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