| The Impact of Lexical Syllabus Approach versus Project Based Approach on Reading Comprehension among Iranian Intermediate EFL Learners |
| کد مقاله : 1149-CNF |
| نویسندگان |
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مریم کمرئی *1، فائزه نعمتی2 1گروه زبان انگلیسی دانشگاه آزاد اسلامی واحد کرج 2گروه زبان انگلیسی دانشگاه آراد اسلامی واحد کرج |
| چکیده مقاله |
| The current research was an attempt to take into account the impact of using lexical syllabus approach and project based approach on Iranian high school students’ reading comprehension. In doing so, there were two experimental groups, involving 25 students each, and the control group, which included 25 participants. As for data collection, reading comprehension pre- and post-tests were taken. Semi-structured interviews were conducted to explore students’ perceptions about the treatment sessions. Students in the lexical syllabus approach were exposed to various stages of a) lead in; b) text analysis; and c) conclusion stage. The project based approach involved students with different projects in order to help students be more engaged in the communicative learning environment. One-way analysis of variance (one-way ANOVA) was employed for analyzing the data. It was conclude that both experimental groups had significant improvement in their reading comprehension, while there was no significant difference between the two. Students entirely concurred that the treatment sessions could trigger their classroom participation in doing the reading activities. Findings contributed to the effective role of using lexical syllabus approach and project based approach in different language context to help learners get mastery over their reading comprehension. |
| کلیدواژه ها |
| lexical syllabus approach, project based approach, reading comprehension |
| وضعیت: چکیده برای ارائه پذیرفته شده است |