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首页> 外文期刊>Research Journal of Applied Sciences: RJAS >The Effect of Linguistic-Based Awareness Raising on TOEFL iBT Reading Module
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The Effect of Linguistic-Based Awareness Raising on TOEFL iBT Reading Module

机译：Linguistic-Based意识提高的效果新托福阅读模块

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摘要

This study aimed to investigate the effect oflinguistic-based awareness on TOEFL iBT readingmodule in the English as a Foreign Language (EFL)context of Iran. For the purpose of the study, viaconvenience sampling, fifty-one male and femaleparticipants aged 19-24, majoring in English and othermajors were selected and assigned to two groups ofexperimental (n = 24) and control (n = 27) and then theywere called upon to take part in four tests, namelyplacement, pre-test, post-test1 and post-test2. Theinstructional intervention which was spread over a periodof 10 sessions targeted working on the reading module ofthe TOEFL iBT through linguistic-based awarenessraising approach alongside the skills while the participantsin the control group were not provided with the treatmentand were just given instruction which aimed at developingreading comprehension based on the skills. Afterwards,the pretest, immediate posttest and delayed posttest resultswere submitted to statistical data analyses. Findings of thestudy showed that first, linguistic- based awarenessraising had a statistically significant effect on Iranian EFLstudent’s TOEFL iBT reading module scores and thescores on TOEFL iBT reading module could be improvedthrough 10 treatment sessions providing that linguisticbasedexplanations are provided. Further analyses alsorevealed that the proficiency level of the participants aswell as their majors played a significant role in theobtained scores on the reading module of the TOEFL iBT.The findings suggest that the use of linguistic-basedawareness-raising as an approach to teaching readingcomprehension can have beneficial effects in languageteaching pedagogy and L2 learning and the variables ofproficiency and major need to be taken into considerationin TOEFL iBT instructional programs.
机译：本研究旨在调查效果在新托福oflinguistic-based意识英语作为外国readingmodule语言(英语)的伊朗。这项研究,viaconvenience抽样,51男性和femaleparticipants 19到24岁之间年龄段的,专业在英语和othermajors选择分配到两组ofexperimental (n = 24)和控制(n = 27),然后他们又叫道参加四个测试、namelyplacement检测前,post-test1 post-test2。Theinstructional干预传播在一段10课程目标新托福的阅读模块linguistic-based提高认识的方法而participantsin与技能对照组不提供的treatmentand只是给定的指令针对developingreading理解的基础上的技能。后续测试和延迟后续测试resultswere提交统计数据分析。这项研究表明,首先,语言基础提高认识有统计学意义影响伊朗EFLstudent’年代新托福阅读模块得分和thescores新托福阅读模块可以improvedthrough 10治疗会议提供,linguisticbasedexplanations被提供。分析alsorevealed要求熟练掌握的参与者以及他们的专业一个重要的角色在theobtained分数新托福的阅读模块。建议使用linguistic-basedawareness-raising作为一个方法教学readingcomprehension在指导思想教育学有利影响和L2学习和ofproficiency的变量和主要需要纳入considerationin新托福教学计划。

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