期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2016
卷号：5
期号：5
页码：6-14
DOI：10.7575/aiac.ijalel.v.5n.5p.6
出版社：Australian International Academic Centre PTY. LTD.
摘要：Reading comprehension strategy instruction is a powerful tool in teaching context. The present study examines the effect of teaching three kinds of reading strategies on L2 learners’ reading comprehension ability as well as identifying the gender role in this intervention. This quasi experimental study was carried out on 100 Iranian EFL students who were chosen on the basis of a convenient sampling procedure. These participants were divided into two groups of experimental and control. 50 students (experimental group) were taught to use three reading comprehension strategies while reading English texts over 16 sessions, whereas the other 50 students (control group) were taught reading comprehension traditionally. The results of the study revealed significant effect of reading strategies application on L2 learners’ reading comprehension ability. It also showed that not only male learners employ reading strategies more than their female counterparts, but also male learners had higher reading comprehension performance in comparison to their female counterparts. Thus, it seems that training of reading strategy raised students' awareness towards these strategies and could encourage some learners to use them; which in turn could improve the students' reading comprehension skill.
其他摘要：Reading comprehension strategy instruction is a powerful tool in teaching context. The present study examines the effect of teaching three kinds of reading strategies on L2 learners’ reading comprehension ability as well as identifying the gender role in this intervention. This quasi experimental study was carried out on 100 Iranian EFL students who were chosen on the basis of a convenient sampling procedure. These participants were divided into two groups of experimental and control. 50 students (experimental group) were taught to use three reading comprehension strategies while reading English texts over 16 sessions, whereas the other 50 students (control group) were taught reading comprehension traditionally. The results of the study revealed significant effect of reading strategies application on L2 learners’ reading comprehension ability. It also showed that not only male learners employ reading strategies more than their female counterparts, but also male learners had higher reading comprehension performance in comparison to their female counterparts. Thus, it seems that training of reading strategy raised students' awareness towards these strategies and could encourage some learners to use them; which in turn could improve the students' reading comprehension skill.
