Volume 15, Issue 4 (2024)
LRR 2024, 15(4): 11-0 |
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Ghonchepour M, Ahmadypooranary Z, Khidadadi Isfijar J. Analyzing Reading Comprehension Strategies in Farsi Textbook of Sixth Grade: A Socio-psycholinguistic Approach. LRR 2024; 15 (4) :11-0
URL: http://lrr.modares.ac.ir/article-14-57467-en.html
URL: http://lrr.modares.ac.ir/article-14-57467-en.html
1- Teaching Language and Literature, Farhangian University, Tehran, Iran , m_ghonchepour@yahoo.com
2- Teaching Language and Literature, Farhangian University, Tehran, Iran
3- Educational Department of Kerman (Mahan)
2- Teaching Language and Literature, Farhangian University, Tehran, Iran
3- Educational Department of Kerman (Mahan)
Abstract: (2950 Views)
Reading is a complicated process that using comprehension strategies helps learners have more interaction with text to comprehend it better. The aim of this descriptive-analytic study is investigating Farsi textbook of sixth grade in elementary school based on three activating background knowledge, cultivating vocabulary and verifying strategies and 26 techniques of Anderson's socio-psycholinguistic approach (1994 & 2012) to be clarified its correspondence with this approach and its cognitive, metacognitive and compensatory strategies. For this purpose, 79 techniques were collected from all texts and tasks including parts of reading comprehension, perception and conception, interpretation and comprehension, linguistic and literary knowledge, game and listen and say based on researcher-made checklist. Data analysis showed that although all strategies are used, frequency and variation of techniques are low and its content is inconsistent with this model. Organization of chapters into lessons with various titles and sections like read and memorize, tale, read and think, listen and say attracts learners' interests to read. Various techniques in teaching vocabularies, working with classmates to extend reading skill, teaching vocabulary in connection with other language activities, explicit teaching of vocabularies, teaching vocabulary independent of other language activities, lexical schemes, conceptual relationships, remembering and exercises following these techniques have not been used. Data of verifying principle showed that more attention is paid to metacognitive strategies. Using various texts and techniques relating to remembering previous knowledge are the advantages and not paying attention to group exercises to support the critical thinking of learners are the drawbacks of the book's content.
Keywords: Anderson, a socio-psycholinguistic approach, active reading model, strategy, strategy verification
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