دانلود رایگان پروپوزال زبان انگلیسی
نمونه پروپوزال اماده رشته زبان انگلیسی
بانک دانلود مقالات انگلیسی با ترجمه فارسی
آموزش نگارش پایان نامه ، مقاله ، پروپوزال
عنوان تحقیق :
Investigation the Impact of Cognitive Tasks on Reading Comprehension; Evidence from Iranian EFL Learners
Introduction
No doubt reading comprehension is a very important skill for L2 learners to acquire. The criteria involved in reading are highly important to attain. There is need to pay attention to more prominent activities such as different types of tasks that are designed to help achieve comprehension goals. So many factors, e.g. task-based language teaching, are involved in this issue. These factors can have negative or positive effects on the overall quality of students’ reading comprehension performance.
In this regard, the value of the performance of cognitive tasks in L2 classrooms. Hajpournezhad (2009) has been conducted to determine the effectiveness of task types in L2 classes to improve the learners’ reading comprehension could be emphasized.
The results of such considerations have shown that students taught by the use of different tasks have much more better comprehension of reading than those who are taught by traditional way of teaching reading. The purpose of the present research is to focus on the improvement of reading comprehension of students by using two types of cognitive tasks (opinion gap and reasoning gap).
Observations suggest that a large number of EFL university students are not able to read and understand materials in the English language effectively (Valencia & Buly, 2004; Vlack, 2009), which may affect their academic performance. In fact, effective teaching of reading has long been recognized as vital in second language learning (Carrel, 1989).
Readers read texts in order to make some sense of the text (Graesser, Singer, & Trabasso, 1994; Nuttall, 2005), and they do so by cognitively interacting with the text (Nuttall, 2005) and by utilizing not only linguistic and background knowledge but also cognitive capabilities such as inferencing during reading (Grabe & Stoller, 2002). Consequently, the ultimate success in reading is the result of both linguistic/conceptual knowledge and readers’ cognitive characteristics.
.
.
