期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2015
卷号：4
期号：1
页码：197
出版社：Brahmaputra Publishing House
摘要：This study was carried out to find the effect of prior knowledge questions on IranianPre-Intermediate English Language Learners’ performance in reading comprehension. TwoEnglish Institute were used for the study. Sixty Pre-Intermediate Learners in two thirty-learnergroups were used for the study. A pre-test was administered on both groups of learners beforethe commencement of teaching. A post-test was administered after six weeks of teaching. Datawas analyzed using mean, standard deviation and t-test. The findings revealed significantdifference in the performance of learners taught reading comprehension using prior knowledgequestions. Based on the findings, teachers are encouraged among others, to use prior knowledgequestions to motivate and stimulate learners to use their relevant background knowledge tointerpret and understand new information in their reading comprehension texts. Curriculumplanners and textbook writers are encouraged to include prior knowledge questions as part ofthe activities learners should be exposed to during reading comprehension lessons.
