文章基本信息

标题：EFL Learners’ Reading Comprehension Ability in the Light of Metadiscourse Awareness
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作者：Biook Behnam ; Maryam Babapour
期刊名称：Theory and Practice in Language Studies
印刷版ISSN：1799-2591
出版年度：2015
卷号：5
期号：9
页码：1850-1856
DOI：10.17507/tpls.0509.12
语种：English
出版社：Academy Publisher
摘要：Nowadays, many researchers or teachers of a second or foreign language believe that reading is one of the most important skills for ESL/EFL learners, so they pay special attention to the activity of reading (Grabe & Stoller, 2001; Lynch & Hudson, 1991).Recent studies of written texts show a growing interest in interaction between readers and writers. This interaction is called metadiscourse. This study examined the effect of metadiscourse awareness on reading comprehension of EFL intermediate students by using metadiscoursal taxonomies proposed by Hyland (2005). The participants included sixty intermediate female learners at a language institute in Urmia. They were randomly assigned to two groups. A pre-test of reading comprehension was given to both the experimental and control groups to check their initial performance in reading comprehension. Then the experimental group was exposed to instruction of metadiscourse markers for five sessions. The control group received no specific instructions in metadiscourse. Finally, both groups were given a post-test to measure their reading ability. The findings revealed that explicit instruction of metadiscourse markers improves EFL learners’ reading comprehension ability. These findings have some implications for language teachers and material developers. They should pay more attention to metadiscourse markers in making EFL curricula and try to raise the learners’ awareness toward MD markers to improve their reading comprehension ability.
其他摘要：Nowadays, many researchers or teachers of a second or foreign language believe that reading is one of the most important skills for ESL/EFL learners, so they pay special attention to the activity of reading (Grabe & Stoller, 2001; Lynch & Hudson, 1991).Recent studies of written texts show a growing interest in interaction between readers and writers. This interaction is called metadiscourse. This study examined the effect of metadiscourse awareness on reading comprehension of EFL intermediate students by using metadiscoursal taxonomies proposed by Hyland (2005). The participants included sixty intermediate female learners at a language institute in Urmia. They were randomly assigned to two groups. A pre-test of reading comprehension was given to both the experimental and control groups to check their initial performance in reading comprehension. Then the experimental group was exposed to instruction of metadiscourse markers for five sessions. The control group received no specific instructions in metadiscourse. Finally, both groups were given a post-test to measure their reading ability. The findings revealed that explicit instruction of metadiscourse markers improves EFL learners’ reading comprehension ability. These findings have some implications for language teachers and material developers. They should pay more attention to metadiscourse markers in making EFL curricula and try to raise the learners’ awareness toward MD markers to improve their reading comprehension ability.
关键词：metadiscourse awareness;interactive resources;interactional resources;reading comprehension