期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2013
卷号：2
期号：1
出版社：Brahmaputra Publishing House
摘要：The purpose of this study was to investigate the effects of reciprocalteaching strategy and think-aloud strategy on the English reading comprehension ofIranian students. Three pre-intermediate level classes were selected and randomlyassigned into three groups: two experimental groups and one control group. Oneexperimental group received think-aloud strategy, the other one received reciprocalteaching strategy and the control group received a placebo. Reciprocal teachinginvolves four main reading strategies: predicting, questioning, clarifying andsummarizing. Think-aloud involves prediction, forming mental pictures, connectingwhat they read to what they have already read, creating analogies, verbalizingconfusing points, and using fix-up strategies. There were pretest and posttest forthese three groups. The findings indicated that the two experimental conditions ofthink-aloud strategy and reciprocal teaching strategy had significantly positiveeffects on the reading comprehension of pre-intermediate EFL learners; however,think-aloud strategy enhanced English reading comprehension better thanreciprocal teaching strategy.
