The Effect of Authentic and Simplified Literary Texts on the Reading Comprehension of Iranian Advanced EFL Learners مقالة

English for Academic Purposes Autumn 2018, Volume 7 - Number 2 ISC (‎13 صفحة - من 32 إلی 44 )

الکلمات المفتاحية: reading comprehension Literature Literary Texts Authentic Literary Texts General Academic Texts

خلاصة:

The present quasi-experimental study mainly investigates the role of literature as input for reading comprehension in Iranian EFL classrooms. To be more exact, it investigates the effects of authentic and simplified literary texts on the reading comprehension of Iranian advanced EFL learners. The participants were 35 male and female Iranian EFL learners who were at advanced level, studying in a private language institute in Tehran, Iran. They were randomly divided into three groups, each group receiving a particular type of text: general academic texts in control group, authentic literary texts in one of the experimental groups, and simplified literary texts in the other experimental group. After the administration of CAE reading comprehension pre-test, holding 15 sessions of treatment, and another CAE reading comprehension as post-test, the collected data were analyzed using one-way ANOVA by SPSS software. The results showed that using both simplified literary texts and authentic literary texts, as replacements for general academic text, had a positive effect on the reading comprehension of advanced Iranian EFL learners. In addition, there was not any significant difference between the effectiveness of simplified literary texts and authentic literary texts.

ملخص الجهاز:

The Effect of Authentic and Simplified Literary Texts on the Reading Comprehension of Iranian Advanced EFL Learners 1 Yousef Bakhshizadeh* IJEAP-1901-1336 Abstract The present quasi-experimental study mainly investigates the role of literature as input for reading comprehension in Iranian EFL classrooms. To be more exact, it investigates the effects of authentic and simplified literary texts on the reading comprehension of Iranian advanced EFL learners. The results showed that using both simplified literary texts and authentic literary texts, as replacements for general academic text, had a positive effect on the reading comprehension of advanced Iranian EFL learners. Considering the above-mentioned benefits of using literary texts in English language classes, the present study aims to investigate the effects of three kinds of input namely, general academic texts, authentic literary texts, and simplified literary texts on language learners' reading comprehension progress. In the same way, many other scholars and authors (Amer 2012;Cho, Ahn, & Krashen, 2005; Collie & Slater, 1990; Dornyei, 2005; Heath, 1996; Hess, 2006; Holden, 2003; Kim, 2004; Krashen, 2004; Morrow, 2004; Rodrigo et al. g. Bacon & Finnemann, 1990; Swaffar, 1985; Tomlinson, Bao, Masuhara, & Rubdy, 2001) believe in the superiority of authentic reading texts over the simplified or modified ones due to the motivational, communicative and real life-like features of these kinds of texts. 6. Conclusion The primary aim of the present study was to investigate the effect of two forms of literary materials (authentic and simplified) on reading comprehension progress of advanced Iranian students.

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