文章基本信息

标题：Learners' Gender, Reading Comprehension, and Reading Strategies in Descriptive and Narrative Macro-genres
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作者：Yadollah Hosseini Asgarabadi ; Afsar Rouhi ; Manouchehr Jafarigohar 等
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：12
页码：2557-2564
DOI：10.17507/tpls.0512.17
语种：English
出版社：Academy Publisher
摘要：This study investigated whether learners’ gender could make difference in their reading comprehension and use of reading strategies in descriptive and narrative macro-genres. To this end, six short macro-genre-based reading passages with the same readability and length were prepared from which appropriate reading tests were constructed and administered to a total of 50 EFL intermediate male (n = 21) and female (n = 29) students. This was followed by administrating reading strategies questionnaires to explore the learners’ use of reading strategies in the descriptive and narrative macro-genres. Results of the study indicated that there was no statistically significant difference between male and female students’ reading comprehension in these macro-genres. It was also shown that there was no significant difference observed between male and female learners in the overall use and employment of reading strategies in the descriptive and narrative macro-genres. The findings of the study hold implications for language teaching and testing, teacher training, and curriculum design.
其他摘要：This study investigated whether learners’ gender could make difference in their reading comprehension and use of reading strategies in descriptive and narrative macro-genres. To this end, six short macro-genre-based reading passages with the same readability and length were prepared from which appropriate reading tests were constructed and administered to a total of 50 EFL intermediate male (n = 21) and female (n = 29) students. This was followed by administrating reading strategies questionnaires to explore the learners’ use of reading strategies in the descriptive and narrative macro-genres. Results of the study indicated that there was no statistically significant difference between male and female students’ reading comprehension in these macro-genres. It was also shown that there was no significant difference observed between male and female learners in the overall use and employment of reading strategies in the descriptive and narrative macro-genres. The findings of the study hold implications for language teaching and testing, teacher training, and curriculum design.
关键词：descriptive and narrative macro-genres;reading strategy;reading comprehension