تأثیر استراتژیهای مهارت خواندن قبل از متن بر درک مطلب دانشجویان ایرانی رشته زبان انگلیسی در سطوح مختلف مهارت خواندن

This study was conducted to investigate the effect of some pre-reading strategies (i.e., vocabulary introduction, pre-reading summary, anticipation guide, pre-passage signpost fact questions, and K-W chart) on the reading comprehension of Iranian EFL learners at the two different levels of low and high reading proficiency. The main finding of the study was that all the five pre-reading strategies affect the reading comprehension of the students. Furthermore, it was found that there is a relationship between reading proficiency level and Iranian EFL students’ comprehension of passages with those pre-reading strategies. Also, it was concluded that the students in the low proficiency level group were the most successful with the passages having vocabulary practice, a strategy which activates the linguistic schema of the students. However, as for the comprehension of passages with the other four pre-reading strategies, the high proficiency level students outperformed the low proficiency level group.