The effect of discource strusture awareness training and using graphic organizers on the reading comprehnsion of argumentative texts among grade eleven EFL learners (Record no. 20387)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03073nam a2200181Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180910s9999 xx 000 0 und d |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Saad, Nada |
| Miscellaneous information | Master English Literature |
| 245 14 - TITLE STATEMENT | |
| Title | The effect of discource strusture awareness training and using graphic organizers on the reading comprehnsion of argumentative texts among grade eleven EFL learners |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Beirut |
| Name of publisher, distributor, etc. | Université Libanaise - Faculté des lettres |
| Date of publication, distribution, etc. | 2014 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 66 pages |
| 500 ## - GENERAL NOTE | |
| General note | النوع : Mémoire |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | Reading comprehension is a complex process that we use every day to perform professional activities. Comprehending arguments involves many higher-order reasoning processes. Students in Lebanon have difficulty mastering advanced reading comprehension and critical thinking; therefore, they often fail to critically analyze and evaluate argumentative texts. The present study investigated the effect of training students in text structure awareness on the reading comprehension of argumentative texts among Grade Eleven learners of English as a foreign language (EFL). Interaction between training in text structure awareness and reading proficiency level was examined. Sixty-two students in two different Grade-Eleven sections were assigned into experimental and control groups. To measure students’ reading proficiency level, students in both groups sat for the reading comprehension part of a SAT test. Both groups had to read Rogerian, classical and Toulmin texts as well and write what they recalled from the passages. The scores of these recalls were considered as the study’s pre-test of comprehension. After that, the experimental group was trained in the rhetorical structures of argumentation through the use of graphic organizers while the control group read the same texts that were used in the training of the experimental group, but did linguistic tasks instead. Then, a post-test was administered where students in both groups read classical, Toulmin, and Rogerian texts and wrote written recalls of them. Descriptive statistics were conducted as well as paired samples t-test, to study the difference between the pretest and posttest. The results revealed that there was a significant difference between the control group and the experimental group in the recall scores of classical, Toulmin and Rogerian posttests. Moreover, scatter graphs were used to determine if there was a significant interaction between the treatment of the three types of argumentation and reading proficiency levels. The results revealed that training in text structure awareness facilitated reading comprehension and that both good and poor readers benefited from the training. |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | English Language Education Teaching Methods Students achievement |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | L’enseignement de la Langue Anglaise Méthodes d’enseignement L’accomplissement des étudiants |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | تعليم اللغة الانكليزية طرق التعليم تحصيل الطلبة |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Public note | Université Libanaise - Faculté des lettres - Branche 4 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | بيانات الهيئة اللبنانية للعلوم التربوية |
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