The Role of Classroom Tasks in Improving Reading Comprehension Ability in EFL Students
Subject Areas :
1 - عضو هیات علمی
Keywords: Keywords: Reading comprehension, task, cooperation, language skill,
Abstract :
Abstract The present study was an attempt to investigate the role of classroom tasks in accelerating reading comprehension ability in EFL students. To achieve this purpose, 102 freshwomen were considered as the subjects of the study. The subjects were randomly selected form a population of English major first year students. They were later assigned into experimental and control groups. During the course of study, the experimental group received some additional material in the form of reading tasks, while the control groups only received a placebo. Both groups were administrated three sets of tests. They were given a Key English Test (KET) as pre- and post- tests. They were also administrated a teacher made final test which was given to them at the end of the experiment. Undoubtedly, the validity and reliability of the instruments were taken into consideration. The analysis and comparison of the two groups’ scores from the instruments revealed that experimental group outperformed control group in the post-test of KET and in the final test. This led the researcher to the conclusion that such noticeable progress in the experimental group’s test score was due to the administration of reading comprehension tasks. These results provided enough evidence for the acceptance of the hypothesis formulated at the opening of the study.
منابع
Cambridge ESOL. (2006). Cambridge key English test 4 with answers: KET- examination papers from university of Cambridge ESOL examinations. Cambridge: Cambridge University Press.
Chodkieiwicz, H. (2001). The acquisition of word meaning while reading in English as a foreign language. EUROSLA yearbook, 1, 29-49
Collis, H. (1996). 101 American English riddles: Understanding language and culture through humor. Illinois, USA: Passport book.
Doff, A., & Jones, C. (1999). Language in use: beginner. Classroom book. Cambridge: Cambridge University Press.
Ellis, R. (2000). Task-based research and language pedagogy. Language teaching research, 4 (3), 193-220.
Ellis, R. (2003). Task-based language learning and teaching.Oxford: Oxford University Press.
Grabe, W., & Stoller, F. L. (2001). Reading for academic purpose: guidelines for ESL/EFL teacher. In M., Celce-Murcia, Teaching English as a second or foreign language (3rd ed., pp. 187-203). Boston, MA: Heinle & Heinle.
Hadley, A. O. (2003). Teaching language in context (3rd ed.). Boston: Heinle& Heinle Publishers.
Hartley, B., & Viney, P. (1984). American streamline: Connections. Oxford: Oxford University Press.
Hill, L. A. (1965). Intermediate stories for reproduction. Oxford: Oxford University Press.
Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge: Cambridge University Press.
Lapkin, S., & Swain, M. (2000). Task-based second language learning: The uses of the first language. Language teaching research, 4 (3), 251-274.
Lee, L., & Gundersen, E. (2002a). Select reading: pre-intermediate. Oxford: Oxford University Press.
Lee, L., & Gundersen, E. (2002b). Select reading: intermediate. Oxford: Oxford University Press.
Mirhasani, S. A. & Alavi, S. M. (2004a). CRS: Communicative reading skills: Book one.Tehran, Iran: Zabankade press.
Mirhasani, S. A. & Alavi, S. M. (2004b). CRS: Communicative reading skills: Book two. Tehran, Iran: Zabankade press.
Mirhasani, S. A. & Rahmani, N. (2004).Reading skillfully: Book one. Iran, Tehran: Zabankade publication.
Nunan, D. (1992). At the Crossroad: Teaching English in a world of Chance and Challenge. TESOL quarterly, 25 (2), 279-295.
Nunan, D. (2002). Second language acquisition. In J., C. Richards & W., A. Renandya, Methodology in language teaching: An anthology of current practice (pp. 87-99). Cambridge: Cambridge University Press.
Pica, T. (1997). Second language teaching and research relationships: a North American view. Language Teaching Research 1, 48–72
Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.
Richards, J. C. (2002a). New interchange: English for international communication: book two. Cambridge: Cambridge University Press.
Richards, J. C. (2002b). New interchange: English for international communication: book three. Cambridge: Cambridge University Press.
Richards, J. S. & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
Rivers, M. W. (1990). Speaking in many languages: Essays in foreign-language teaching (3rd ed.). New York: Cambridge University Press.
Skehan, P. (1998). Task-based instruction. Annual review of applied linguistics, 18, 268-286.
Skehan, P. & Foster, P. (1999). The influence of source of planning and focus on task-based performance. Language teaching research, 3 (3), 215-247.
Van Der Stuyf, R. D. (2002). Scaffolding as a teaching strategy. Retrieved August 13, 2010 from the World Wide Web: www.condor.admin.ccny.cuny.edu/.../Van Der Stuyf/Van Der Stuyf Paper.doc
Wallace, C. (2001). Reading. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 7-13). Cambridge: Cambridge University Press.
Widdowson, H. (1998). Skills, abilities, and contexts of reality. Annual review of applied linguistics, 18, 323-333.
Willis, D. & Willis, J. (1987). COBUILD Book 1. London: HarperCollins.
Willis, J. (1996). A framework for task-based learning. London: Longman.
Wajnryb, R. (1990). Grammar dictation.Oxford: Oxford University Press.
