چکیده:
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?
And the second hypothesis is that: There are no significant differences among the comprehensibility of unmodified and elaboratively premodified versions of texts for less-abled Iranian readers of scientific and technical materials.
In response to the question of how to help less-proficient readers with their reading comprehension, the current study examined three lexical elaborative pre-modification techniques, i.
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.
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.