The Effects of Vocabulary Pre-teaching and Pre-questioning on Intermediate Iranian EFL Learners’ Reading Comprehenstion Ability

Somayyeh Mousavian, Hossein Siahpoosh

Abstract


Considering comprehension is a main skill in English learning. It is critical to use pre-reading methods in reading instruction to assist students increase their comprehension. This study investigated the effectiveness of pre-questioning and vocabulary pre-teaching on EFL pupil reading comprehension ability. Sixty students participated in the study. An experimental plan was utilized. Twenty pupils were elected for the first experimental group that received vocabulary pre-teaching method, the second experimental group, also consisted of 20 students, received pre-questioning strategy and 20 students in control group gave the conventional method. Students in the groups on both pre-test and post-test were asked to consider a reading text, and after that reply reading comprehension queries. Findings revealed that there were statistically significant variation among the groups. The experimental groups outperformed the control group. Moreover, results indicated that the vocabulary pre-teaching one performance was better than the pre-questioning group.


Keywords


EFL teaching, Pre-reading methods, Reading comprehension, Pre-questioning, Vocabulary pre-teaching, Schema theory

Full Text:

PDF

References


Alexander, J. E., & Heathington, B. S. (1988). Assessing and correcting classroom reading problems. CELEA Journal, 28 (4), 32–45.

Anderson, R. C, & Pearson, P. D. (1998). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of Reading Research. New York: Longman.

Ajideh, P. (2006). Schema-theory based considerations on pre-reading activities in ESP textbooks. Asian EFL Journal, 16, 45-52.

Armbruster, B. B. & Nagy, W. E. (1992). Vocabulary in content area lessons. The Reading Teacher, 45(7), 550-551.

Beck, I. L., Omanson, R. C., & McKeown, M. G. (1982). An instructional redesign of reading lessons: Effects on comprehension. Reading Research Quarterly, 17(4), 462-481.

Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521.

Biemiller, A. & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98 (1), 44-62.

Blachowicz, C. L. Z., Fisher, P. J. L., & Ogle, D. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41(4), 524-539.

Blachowicz, C. L. Z, Fisher, P. J. & Watts-Taffe, S. (2011). Teaching vocabulary: Leading edge research and practice. In T. Rasinski & P. Afflerbach (Eds.), Rebuilding the foundation effective reading instruction in 21st century literacy (pp. 171-190). Bloomington, IN: Solution Tree Press.

Brabham, E. G. & Lynch-Brown, C. (2002). Effects of teachers’ reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of

Brown, H. D. (2001). Characteristic of successful speaking activities. New York: Cambridge University Press.

Carrell, P. L. (1984). Schema theory and ESL reading: Classroom implications and applications. Modern Language Journal, 68, 332-343.

Christ, T. & Wang, X. C. (2010). Bridging the vocabulary gap: What the research tells us about vocabulary instruction in early childhood. Young Children, 65(4), 84-91.

Graves, M. (2006). The vocabulary book: Learning and instruction. New York, NY: Teachers College Press.

Harmer, J. (2001). The practice of English language teaching (3rd ed.). Harlow: Longman.

Hudson, T. (1982). The effects of induced schemata on the "short circuit" in L2 reading: Non-decoding factors in L2 reading performance. Language Learning, 32(1), 1-31.

Hulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and second language instruction (pp. 258-286). Cambridge, UK: Cambridge University Press.

Israel, S. E., Block, C. C., Bauserman, K. L., & Kinnucan-Welsch, K. (2005). Metacognition in literary learning: theory, assessment, instruction, and professional development. Mahwah, NJ: Erlbaum.

Jalongo, M. R. & Sobolak, M. J. (2011). Supporting young children’s vocabulary growth: the challenges, the benefits, and evidence-based strategies. Early Childhood Education, 38(6), 421-429.

Kameenui, E. J., Carnine, D.W., & Freschi, R. (1998). Effects of text construction and instructional procedures for teaching word meanings on comprehension and recall. Reading Research Quarterly, 17(3), 367-388.

Maghsoudi, N. (2012). The impact of schema activation on reading comprehension of cultural texts. Canadian Social Sciences, 8(5), 196-201.

Medo, M. A. & Ryder, R. J. (1993). The effects of vocabulary instruction on readers’ ability to make causal connections. Reading Research and Instruction, 33(2), 119-134.

Miciano, R. Z. (2002). Self-questioning and prose comprehension: A sample case of ESL reading. Asia Pacific Education Review, 3(2), 210-216.

Mihara, K. (2011). Effects of pre-reading strategies on EFL/ ESL reading comprehension. TESL Canada Journal, 28(2), 51-73.

Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.

Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford: Heinemann..

Shahidullah, M. (1996). "Product and process view of reading and their pedagogical implications". Rajshahi University Studies, 23(24), 209-230.

Silberstein, S. (1994). Techniques and resources in teaching reading. New York: Oxford University Press.

Taglieber, L. K., Johnson, L.L., & Yarbrough, D.B. (1988). Effects of prereading activities on EFL reading by Brazilian college students. TESOL Quarterly, 22, 455-472.

Ur, P. (2007). A course in language teaching practice & theory. Cambridge: Cambridge University Press.

Zhaohua, S. (2004). Effects of previewing and providing background knowledge on EFL reading comprehension of American documentary narratives. TESL Reporter, 37(2), 50-63.




DOI: https://doi.org/10.7575/aiac.ijalel.v.7n.2p.58

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD. 

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.