دانلود پایان نامه رشته زبان خارجی: The Relationship among EFL Learners’ Use of Language Learning Strategies, Reading Strategies, and Reading Comprehension

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2.4 Reading Comprehension

 

Most researches on reading now focus on the effective reading strategies that increase students’ comprehension. Guthrie (1996) argues that most researchers study a single cognitive strategy, rather than conducting a long-term study of multiple strategies. As Guthrie puts it:

Engaged reading is based on motivational and cognitive characteristics of the reader who is intrinsically motivated, builds knowledge, uses cognitive strategies, and interacts socially to learn from text. These engagement processes can be observed in student’s cognitive effort, perseverance, and self-direction in reading.

It is the teacher’s responsibilities to motivate reading by selecting the appropriate materials and especially for those at the early stages of learning. Guthrie and Humenick (1996) performed a meta-analysis of studies that manipulated several aspects of intrinsic motivation support for reading. These findings suggest that “meaningful conceptual content in reading instruction increases motivation for reading and text comprehension”. This motivation-supporting practice showed that students who were provided choice of text performed higher on reading tasks than those with no choice. The third practice was using interesting texts. This conforms to Hedge’s proposal that in selecting task texts, teachers should seek interesting texts and consider variety of topics. Readers’ interest can be revealed by setting “a reading interest questionnaire” where students check the fields that suit their interest, i.e. short stories, thrillers, science fiction, etc. Since “each learner will have different strengths to build on and different weaknesses to overcome”(Hedge, p.205).

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