An Investigation into Reverse Transfer of Reading Strategies from L2 (English) to L1 (Persian) in content reading

TABLE OF CONTENTS

 

Page NO.

 

Acknowledgement………………………………………………………………………………………  II

Abstract…………………………………………………………………………………………………….. IV

Chapter 1: Introduction……………………………………………… 1

1.1. Chapter overview……………………………………………………… 1

1.2. Background of the study………………………………………………. 1

1.3. Statement of the Problem……………………………………………… 3

1.4. Theoretical Framework………………………………………………. 5

1.4.1 Inter-language vs. Multi-competence………………………………….. 5

1.4.2 Common Underlying Proficiency Hypothesis ………………………… 6

1.5. Purpose of the Study…………………………………………………. 7

1.6. Significance of the Study…………………………………………….. 8

1.7. Research Questions…………………………………………………… 8

1.8. Statement of the Hypothesis……………………….…..…………….. 9

1.9. Definition of Key Terms…………………………..………………… 10

1.10. Organization of the chapters……………………………………….. 11

Chapter 2: Review of the Literature…………………………………   12

2.1. Overview………………………………………..……………………… 12

2.2. Historical Perspective on Reading……………..………………………. 12

2.2.1. Bottom-up Processing……………………………………………………. 13

2.2.2. Top-down Processing……………………………………………………. 14

2.2.3. Interactive Model of Reading………………………………………….. 15

2.3. Transfer……………………………….……………………………… 17

2.4. The Relationship between Languages in Mind……………….……… 19

2.4.1. Cook’s Multi-competence view………………………………………… 19

2.4.2. The effect of L2 on L1…………………………………………………   20

2.4.3. Cummins’ CUP views…………………………………………………… 22

2.5. Language Learning Strategies………………………………………….. 24

2.6. Strategic Reading……………………………………………………… 26

2.6.1. Typology of Reading Strategies ……………………………………….. 27

2.7. Learner Autonomy…………………………………………………….. 30

2.8. Content Reading……………………………………………………….. 32

2.9. Empirical Findings……………………………………………………… 33

Chapter 3: Methodology………………………………………………  36

3.1. Overview………………………………………………………………… 36

3.2. Participants………………………………………………………………. 36

3.3. Instruments……………………………………………………………….. 36

3.3.1 Language Proficiency Test……………………………………….……….. 36

3.3.2. Test of Content Reading Comprehension in English ………………… 37

3.3.3. Test of Content Reading Comprehension in Persian ………………… 37

3.3.4. Reading strategies questionnaire for Content Reading………………. 39

3.4. Design……………………………………………………………………. 40

3.5. Procedure………………………………………………………………… 41

3.6. Data Analysis…………………………………………………………….. 49

4. RESULTS AND DISCUSSIONS………………………………….. 50

4.1. Overview ……………………………………………………………………50

4.2. Descriptive Statistics……………………………………………………….50

4.3. Inferential statistics…………………………………………………………55

5. CONCLUSION AND IMPLICATIONS……………………………. 65

5.1. Overview…………………………………………………………………….65

5.2. Summary of Finding… ……………………………………………………..65

5.3. Limitations of the Study……………………………………………………..70

5.4. Pedagogical Implications…………………………………………………….71

5.5. Suggestions for Further Research……………………………………………72 References………………………………………………………………… 72

Appendices………………………………………………………………..83

Appendix A: English proficiency test…………………………………………… 83

Appendix B: English reading comprehension test………………………………… 89

Appendix C: Reading comprehension test in Persian……………………………… 100

Appendix D: Reading strategy use questionnaire in English………………………. 110

Appendix D: Reading strategy use questionnaire in Persian……………………… 112

Appendix F: RSI model…………………………………………………………… 114

 

List of Tables

Page No.

Table 4.1: Frequency Distribution for English Reading Strategy Questionnaire in Control Group from Pretest to Posttest…………………………………………………………….51

Table 4.2: Frequency Distribution for English Reading Strategy Questionnaire in Experimental Group from Pretest to Posttest………………………………………………52

Table 4.3: Frequency Distribution for Persian Reading Strategy Questionnaire in Control Group from Pretest to Posttest………………………………………………………………54

Table 4.4: Frequency Distribution for Persian Reading Strategy Questionnaire in Experimental Group from Pretest to Posttest ………………………………………………55

Table 4.5: Normality Test of Variables…………………………………………………….57

Table 4.6: Statistics for Differences in Pre-Test, Post-Test Mean Scores in English Strategy Questionnaire for both Control and Experimental Groups………………………………….58

Table 4.7: Statistics for Differences in Pre-Test, Post-Test Mean Scores in Persian Strategy Questionnaire for both Control & Experimental Groups……………………………….….59

Table 4.8: Statistics for Differences in Pre-Test, Post-Test Mean Scores in English Content Reading Comprehension Test for both Control & Experimental Groups………………….60

Table 4.9: Statistics for Differences in Pre-Test, Post-Test Mean Scores in Persian Content Reading Comprehension Test for both Control and Experimental Groups……………….62

Table 4.10: Statistics for Differences between Pre-Test and Post-Test Mean Scores in Persian and English Reading Strategy Questionnaire for Experimental Group…………………..64

Table 4.11: Statistics for Differences between Pre-Test and Post-Test Mean Scores in Persian and English Reading Test for Experimental Group………………………………………65

 

List of Figures

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Fig.2.1: Common Underlying Proficiency…………………………………………………….23

Fig.2.2: BICS/CALP Matrix………………………………………………………………. .24

Fig.2.2: BICS/CALP………………………………………………………………………….24

Figure 4.1: Frequency Distribution for English Reading Strategy Questionnaire in Control Group from Pretest to Posttest……………………………………………………………….52

Figure 4.2: Frequency Distribution for English Reading Strategy Questionnaire in Experimental Group from Pretest to Posttest………………………………………………..53

Figure 4.3: Frequency Distribution for Persian Reading Strategy Questionnaire in Control Group…………………………………………………………………………………………55

Figure 4.4: Frequency Distribution for Persian Reading Strategy Questionnaire in Control Group…………………………………………………………………………………………56

Figure 4.5: Mean Scores of Experimental and Control Groups on English Reading Scores…………………………………………………………………………………………61

Figure 4.6: Mean Scores of Experimental and Control Groups on Persian Reading Scores………………………………………………………………………………………..63