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Paper Information

Journal:   PAZHUHESH-E ZABANHA-YE KHAREJI   WINTER 2008 , Volume - , Number 41 (SPECIAL ISSUE); Page(s) 109 To 126.
 
Paper: 

EXPLICIT/IMPLICIT SIGNALS, TEXT TYPES, AND READING COMPREHENSION

 
 
Author(s):  ALAVI SEYED MOHAMMAD*, ABD ELAH ZADEH E.
 
* ENGLISH DEPARTMENT, UNIVERSITY OF TEHRAN, IRAN
 
Abstract: 

In the area of foreign language reading research not enough is known of the extent to which foreign language readers can comprehend the texts in which textual signals are explicitly or implicitly marked, and in which the discourse mode varies from one type to another. This research investigates how Iranian undergraduate readers of English approach narrative, expository, and argumentative text types in which propositional relations have been explicitly or implicitly marked through connectors. Participants read passages of each text type in both their explicit and implicit versions. The readability, length, average word frequency, and learner level which are hypothesized to have affected the results of the previous studies were controlled. The results demonstrate significant differences between learner level, and the explicit and implicit versions. The results confirm the contributory effect of these markers in comprehension. Therefore, language teachers, testers, and materials developers need to further consider the relationship between textual signals and text types in devising appropriate materials and techniques to improve foreign language learners’ reading comprehension.

 
Keyword(s): EXPLICIT/IMPLICIT CONNECTORS, TEXT TYPE, NARRATIVE TEXT, EXPOSITORY TEXT, ARGUMENTATIVE TEXT, READING COMPREHENSION
 
References: 
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  pdf-File tarjomyar Persian Abstract Yearly Visit 184
 
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