The Impact of Two Types of Input Modification on EFL Reading Comprehension: Linguistic Versus Interactiona

  • سال انتشار: 1386
  • محل انتشار: دوفصلنامه آموزش زبان انگلیسی، دوره: 1، شماره: 4
  • کد COI اختصاصی: JR_TELJ-1-4_004
  • زبان مقاله: انگلیسی
  • تعداد مشاهده: 147
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نویسندگان

Sasan Baleghizadeh

Shahid Beheshti University

Davood Borzabadi Farahani

Tehran University

چکیده

This study investigates the relative effects of two types of input modification – linguistic and interactional – on Iranian EFL students' reading comprehension. Eight English reading passages were presented to ۲۴۸ students in one of the three forms: unmodified (U), linguistically modified (LM), mostly in the direction of elaboration, and interactionally modified (IM). The students were also divided into two proficiency-level groups, i.e. more proficient (MP) and less proficient (LP) groups. Students' comprehension of the passages was measured through a ۵۰-item multiple-choice test which was the same for all the six groups. The data were analyzed by a ۲-by-۳ analysis of variance (ANOVA). The results show that interactional modifications improve students' reading comprehension scores better than linguistic modifications at both proficiency levels. This suggests that linguistic modifications – even if they are made in the direction of elaboration as suggested by recent studies (Oh, ۲۰۰۱; Urano, ۲۰۰۲; Yano et al., ۱۹۹۴) – do not facilitate reading comprehension as effectively as interactional modifications do. Therefore, it is recommended that instead of making texts comprehensible through commonly-practiced techniques of simplification or elaboration, teachers employ authentic texts, but make them comprehensible through creating interactional modifications.         

کلیدواژه ها

elaboration, simplification, interactional modifications, linguistic modifications

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