Reading Strategy Use in Iranian Young Learners’ Classrooms Through a Task-Based Syllabus

Journal of Studies in Learning and Teaching English

شناسنامه علمی شماره، دوره 2، شماره 2 - شماره پیاپی 4، اسفند 2013، صفحه 85-101   

نویسندگان

Mohammad Mohammadi؛ Sima Khezrlou^*

Urmia University

چکیده

With regard to the impossibility of preparing learners for
each situation that they might encounter in their life, it is more logical
to teach them how to cope with unexpected challenges. Helping learners
‘learn how to help themselves’ can be facilitated by means of tasks and
activities in the classroom context. This paper presents some of the find-
ings of a study on Iranian young learners between the ages of 13 and 17,
learning English as a foreign language. The main aim of the study was
to examine the effect of task-based strategy instruction on junior and
senior high school learners’ reading comprehension performance, and
in the process, several factors influencing the classroom acquisition of
English became evident. From among these, the emergence of strategies
will be discussed in this paper.

کلیدواژه‌ها

Cognitive strategies؛ Metacognitive strategies؛ task-based instruction؛ age؛ gender