The Impact of Semantic Mapping Instruction on Iranian EFL Learners’ Reading Comprehension of Expository Texts
محورهای موضوعی : Research Paper
Hassan Asadollahfam
1
(Assistant Professor of Language and Linguistics, Islamic Azad University,)
Parvar Shiri
2
(M.A. in TESOL, Islamic Azad University, Maragheh Branch, Maragheh, Iran)
کلید واژه: Expository text, Semantic Mapping, reading comprehension,
چکیده مقاله :
The current article was an attempt to investigate the effect of semantic mapping strategy instruction on reading comprehension performance of EFL learners. To this end, thirty homogeneous Iranian intermediate EFL learners attending a language school in Bonab, Iran, were randomly assigned to two groups, one as the experimental and the other as the control. The experimental group received instruction through semantic mapping strategy while the control one received conventional instruction by the same instructor. The study employed pre-test post-test control group design. After two months, on-line and off-line post-tests were administered for experimental and control groups. Analysis of gathered data from post-tests by using independent samples t-test and one-way ANOVA indicated that semantic mapping instruction promotes reading comprehension of expository texts. Furthermore, it was found that certain types of semantic maps were more effective not only on reading comprehension performance but also on faster reaction time
Ackert, P. and Lee, L. (2005).Reading and Vocabulary Development 1: Facts and Figures (4thed.). Boston: Thomson Heinle.
Anderson. N., J. (2007). ACTIVE Skills for Reading: book 1. Boston: Thomson ELT.
Baleghizadeh, S. and YousefpoorNaaeim, M. (2011).Enhancing vocabulary retention through semantic mapping: a single subject study.The International Journal- Language Society and Culture 32, pp. 11-16.
Chamot, A., U., (2004).Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching 1 (1), 14-26.
Dymock, S. (2005).Teaching expository text structure awareness. The reading teacher 59(2), 177-181.
Dymock, S., & Nicholson, T. (2010)."High 5" Strategies to enhance comprehension of expository text.The reading teacher 64(3), 166-178.
El-Koumy, Abdel Salam. (1999). The effects of three semantic mapping strategies on EFL Students' reading comprehension, College Freshmen; College Instruction.
Griffin, C. C., Malone,L. D., & E. J. Kameenui. (2001). Effects of Graphic Organizer Instruction on Fifth-Grade Students.The Journal of Educational Research, 89(2)
Hall &Strangman.(2002). Graphic Organizers. National Center on Assessing the General Curriculum.Retrieved May 4, 2011 fromhttp://aim.cast.org/sites/aim.
Iwai, Y. (2011).The Effects of Metacognitive Reading Strategies: Pedagogical Implications for EFL/ESL Teachers. The Reading Matrix 11(2),150-159.
Jiang, X. &Grabe, W. (2007). Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language19(1)
Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37(2), 105-118.
Klinger, J. K., Vaughn S., & Boardman A. (2007).Teaching reading comprehension to students with learning difficulties. New York London: The Guilford Press
Lee, L. &Guderson, E. (2001).Select Readings, intermediate. New York: Oxford University Place.
Lee, L. &Guderson, E. (2002).Select Readings, pre-intermediate. New York: Oxford University Place.
Macalister, J. (2010). Speed reading courses and their effect on reading authentic texts: A preliminary investigation. Reading in a Foreign Language22(1), 104-116.
Markstein, L. (1987). Developing Reading Skills, beginning. Cambridge: Newbury House Publishers.
McKnight. K. S. (2010).The teacher’s big book of graphic organizers. (1stEd.). San Francisco: Jossey-Bass.
Mede, E. (2010).The effects of instruction of graphic organizers in terms of students’ attitudes towards reading in English. Procedia Social and Behavioral Sciences2, 322–325.
Mohammadi, M., Moenikia, M., &Zahed-Babelan, A. (2010).The Role of Advance Organizer on English Language Learning as a Second Language. Procedia Social and Behavioral Sciences2, 4667-4671.
O’Mally, J., Chamot, A., Stewner-Manzanares, G., Russo, R.,&Kupper, L. (1985 b).Learning strategy applications with students of English as a second language. TESOL Quarterly 19, 557-584.
Scanlon, D. J., Duran, G. Z., Reyes, E. I., and Gallego, M. A. (1992). Interactive semantic mapping: An interactive approach to enhancing LD students' content area comprehension. Learning Disabilities Research and practice 7, 142-146.
Schmidt, M. B. (1986). The shape of content: Four semantic map structures for expository paragraphs. The Classroom Reading Teacher, 40(1), 113-117.
Sinatra. R. C., Stahl-Gemakel, J., & Berg. D. N. (1984). Improving reading comprehension of disabled readers through semantic mapping.The Reading Teacher 33(1), 22-29.
Sok Fun, C. &Maskat, N. (2010).Teacher-centered mind mapping vs. student-centered mind mapping in the teaching of accounting at pre-u level-an action research. Procedia Social and Behavioural Sciences 7©, 240-246.
Vaughn, S. & Edmonds, M. (2006 ). Reading comprehension for older readers. Intervention in school and clinic 41(3), 131-137
Whiteley, S. (2005).Memletics concept mapping course. Advanogy.com
Zaid, M. (1995).Semantic mapping in communicative language teaching. Forum 33 (3), 6-11.
