EFFECTS OF THINK ALOUD PROTOCOL ON READING COMPREHENSION

سال انتشار: 1392
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 933

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شناسه ملی سند علمی:

TELT01_121

تاریخ نمایه سازی: 28 آذر 1392

چکیده مقاله:

For a long time, low reading comprehension proficiency has been one of the problems which EFL learners are faced with. Learners of English as a foreign language are well aware that, despite years of study they are still unable to comprehend English language text easily and completely. This research is planned to approach grammar instruction in a meaning-first context, which might be enriched by concurrent think-aloud protocol. Applying think-aloud protocol in the classroom is likely to provoke a critical process which will help learners make form-meaning connection when processing input. Various studies have addressed the efficacy of think-aloud protocol. Leow et al. (2008) found no beneficiary effect of think-aloud protocol on reading comprehension. They have suggested to search whether simultaneous attention to form and meaning is to be viewed from a global or local perspective. A global perspective might assume that a reader is processing both form and meaning simultaneously throughout the text, whereas a local perspective might view such simultaneous processing at the level of the targeted form in the input. This study is an attempt to bridge this gap. Prior to applying any treatment, participants took a pretest. The treatment sessions were conducted over the course of two consecutive sessions for the two groups, namely the think-aloud group, and the comparison group. The think-aloud group verbalized their thought during the structured input tasks. First, they received some explicit instructions presented on the board about simple present passive. For the referential activity, they read ten sentences and matched them with appropriate drawing (matching task), as they verbalized their thought. For the affective activity, they listened to a description through 10 sentences and verbalized their thought.The control group received the same tasks to work on and answered some questions without any verbalization. To two groups took part in the post-test.Results showed that, thinking aloud did not significantly influence the reading comprehension of the learners. These findings are not surprising in light of Ericsson and Simon’s (1993) Model. They predicted that concurrent verbalization do not change one’s sequence of the thoughts and cognitive processes

نویسندگان

Roshanak Ghasemzadegan

Islamic Azad University Ardabil Branch, M.A. in English Language Teaching,