چکیده:
This study was designed to investigate the effect of grammar and
vocabulary pre-teaching, as two types of pre-reading activities, on the
Iranian EFL learners’ reading comprehension from a schema–theoretic
perspective. The sample consisted of 90 female students studying at
pre-university centers of Isfahan. The subjects were randomly divided
into three equal-in-number groups. They participated in a test of
overall language proficiency, and the results indicated that they were
linguistically homogeneous. Then, the three groups were exposed to
different treatments. Group A received grammar pre-teaching,
whereas group B received vocabulary pre-teaching. The subject in
group C (the control group), however, received no pre-teaching. The
subjects in each one of the experimental groups took reading
comprehension posttests. The results showed no significant difference
among the three groups though the vocabulary group performed
slightly better than the other two groups, and the performance of the
grammar group was seemingly worse than the control group. The
findings of the study are discussed in detail with reference to the
schema-theoretic view of reading.
خلاصه ماشینی:
"In fact, this study is carried out with the intention of finding some empirical evidence to support the hypothesized relationship between grammar and vocabulary pre-teaching, as two types of schema activation/construction pre-reading activities, and reading comprehension of Iranian EFL learners.
Pre-reading activities, according to Ausubel (1963), are regarded as "advance organizers" which provide useful information and activate existing knowledge so that the reader has a framework or schema ready to assist in processing and retaining the text.
Actually, this study intends to find empirical support for the hypothesized relationships between grammar and vocabulary pre-teaching, as two types of schema activation or pre-reading activities, and the reading comprehension of Iranian EFL readers.
3. Method In this research, the effect of two types of pre-reading activities, namely, grammar and vocabulary pre-teaching, on EFL learners’ reading comprehension was explored from the perspective of schema theory.
In other words, the researcher intended to see if the provision of grammar versus vocabulary pre-teaching, as two types of schema- activation devices, influenced EFL reading comprehension equally and in the same way.
This is in line with the findings of the previous researches which confirm the facilitative effect of vocabulary knowledge on reading comprehension (Jahangard, 2010; Hyde, 2002; Pulido, 2009; Stæhr, 2008; Strother & Ulijn, 1987).
Moreover, the results of this study can be interpreted as a piece of evidence for Eskey's (1988) view of reading comprehension as "a constant interaction between bottom-up and top-down processing, each source of information contributing to a comprehensive reconstruction of the meaning of the text" (P."