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The Impact of Parenthetical Paraphrase,Exemplification, and Repetition on the Reading performance of Iranian EST Students

نویسنده:

علمی-پژوهشی/ISC (22 صفحه - از 131 تا 152)

کلیدواژه ها :

elaborative premodification ،exemplification ،intra-lingual translation ،parenthetical paraphrase ،priming glossaries

کلید واژه های ماشینی : EST Iran University Science Technology، Repetition Reading Iranian EST، Reading Iranian EST Students، Preliminary English Test، Iran، University Science Technology Islamic Kar، Science Technology Islamic Kar University، PET، Islamic Kar University، The Iran University Science Technology

The present study investigated the impact of three lexical elaborative premodification techniques namely, adding parenthetical paraphrase or “priming glossaries”, exemplification, and repetition to seek the differences among them as far as the reading performance of students on them was concerned. These techniques were applied to three texts of general science chosen based on their readability indices and the performance of students on them to gain similar texts. Finally, four versions of the texts, including three premodified texts as well as the original one, were administered to 171 EST students of Iran University of Science and Technology (IUST) and Islamic Kar University, who were almost homogenized by Cambridge Preliminary English Test (PET). The result showed that students performed significantly different and better on parenthetical paraphrase and exemplification versions. Yet, there was no significant difference between their performance on the original and the repetition ones. The findings of this thesis can be important to ESP, EST, or EAP materials developers who wish to expose students to less difficult versions of English texts to enhance their comprehensibility and use intra-lingual translation as a means of improving reading skill.

خلاصه ماشینی:

"Texts’ readability is determined to be one or one and a half standard deviation below the mean of the readability indices of the reading materials they study in the two books of: 1) Engineering Which one of the three lexical elaborative premodification techniques: parenthetical paraphrase (priming glossaries), exemplification, or repetition, is the most contributive to text’s comprehensibility for less-abled Iranian readers of scientific and technical materials? The first question is: Is there any significant difference between the comprehensibility of unmodified or original and elaboratively premodified versions of texts for less-abled Iranian readers of scientific and technical materials? As a case in point, elaboration can be defined as an approach through whose application a text can be modified for easier comprehension not by removing complex structures and low-frequent vocabularies as simplification does, but by adding redundant information to the text through the use of different techniques. Then, while cognizant of the qualities of the difficulties encountered by readers, a researcher should take the second step with the aim of searching for the answer to the question of Abstract The present study investigated the impact of three lexical elaborative premodification techniques namely, adding parenthetical paraphrase or “priming glossaries”, exemplification, and repetition to seek the differences among them as far as the reading performance of students on them was concerned. The findings of this thesis can be important to ESP, EST, or EAP materials developers who wish to expose students to less difficult versions of English texts to enhance their comprehensibility and use intra-lingual translation as a means of improving reading skill."

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