چکیده:
A fundamental necessity at postgraduate level is a developed strategic reading skill that permits digesting tremendous amounts of technical academic content. The need is more paramount for EFL contexts and postgraduate students majoring in English Language Teaching (ELT) and English Literature (EL) most of whom will ultimately search a career in teaching. The aim of the present ex-post facto study was to compare reading comprehension, overall metacognitive awareness of reading strategies (RSs) and awareness of Global, Problem-solving, and Support reading strategies of these prospective English teachers. To this end, a convenient sample of 60 ELT and 40 EL postgraduates were recruited from a pool of 130 students. The research data were collected using a reading comprehension test and the Metacognitive Awareness of Reading Strategy Inventory (MARSI) (Mokhtari & Reichard, 2002). The Independent Samples t-test analyses of the research data revealed that both groups were average in their reading comprehension and metacognitive awareness of reading strategies. MANOVA analysis of the MARSI components also indicated that although ELT postgraduates were significantly more aware of Global, Problem-solving, and Support RSs, both groups were at medium level. The findings highlight the need for strategic-based instruction in reading courses and offer a number of implications
خلاصه ماشینی:
117-134 Introduction As a result of full-fledged research in a wide range of areas, dominant theories of first language acquisition and second language learning (SLL) have reached consensus over the significant role of positive evidence (Krashen, 1985), output (Swain, 1985), interactional opportunities (Long, 1996), and modifications of input (VanPatten, 1990), on the one hand, and negative evidence provided (Lyster, 1998; Ellis, Loewen, & Erlam, 2006; Loewen & Philp, 2006), on the other, in accelerating the rate of learning and the level of mastery over language forms.
An impressive body of empirical research has addressed learners’ reading strategy use in relation to learner variables such as gender (Politzer, 1983; Oxford & Nyikos, 1989; Oxford, 1993; Green & Oxford, 1995; Goh & Foong, 1997; Poole, 2005; Griva, Alevriadou, & Geladari, 2009; Phakiti, 2003, 2009), academic discipline (Hong-Nam & Leavell, 2011; Ofodu, & Adedipe, 2011, Seifoori, 2014), and reading beliefs (Ilustre, 2011).
The results were, however, in contrast with those of Youssefi and Seifoori (2014) who reported superior levels of metacognitive awareness and reading comprehension for Iranian ELT undergraduate students compared to their EL and English Translation 127 The Journal of Applied Linguistics and Discourse Analysis Volume 3, Issue 1, Winter and Spring, 2015, pp.
The findings from this study unravelled, on a local scale, the participants’ average level of awareness of metacognitive reading strategies (Mokhtari & 129 The Journal of Applied Linguistics and Discourse Analysis Volume 3, Issue 1, Winter and Spring, 2015, pp.