Reading Comprehension Strategies

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Overview In this chapter a background of the present study is provided along with the purpose it is going to fulfill. It also reports the research problem and significance and the related research questions, definition of key terms, and limitations as well as delimitations f the study. 1.2 Background of the study Teacher education by studying the relationships between teacher beliefs and practices has generated important findings that have practical implications for teacher education (Fang, 1996). “Research on teaching and learning has shifted from a unidirectional emphasis on correlates of observable teacher behavior with student achievement to a focus on teachers' thinking, beliefs, planning and decision-making processes” (Fang, 1996, p.…show more content…
Hopefully, this study will contribute to the growing body of knowledge on teacher beliefs and practice about language teaching and reading in a foreign language. The finding of this research can bring about insights to EFL teachers, material designers, and educational policy makers since the teachers and teacher trainers can gain sight to develop the teaching agenda. Also, the result can act as an eye-opener in teaching and designing material based on reading strategies. 1.5 Research questions 1. What beliefs do Iranian private language institutes’ EFL teachers hold about teaching reading comprehension strategy in reading comprehension classroom context? 2. What are Iranian private language institutes’ EFL teachers’ practices of reading comprehension strategy in reading comprehension classroom context? 3. Do Iranian private language institutes’ EFL teachers’ reading comprehension strategy beliefs and instructional practices correspond? 1.6 Definition of key terms In this section, the key terms including teacher belief and practice, reading comprehension and reading strategies which will be used in this study are defined thoroughly and operationally. 1.6.1 Teacher belief (cognition) and…show more content…
Reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies (Brown, 2001, p. 6). Reading research has been one of the most crucial areas in the study of second language acquisition (e.g. Bernhardt, 1991; Swaffar & Bacon, 1993).some researchers (i.e., Anderson, 1999) have claimed that reading plays important roles in learning a second/foreign language. According to Anderson (1999), reading is “an essential skill for English as a second/foreign language…and the most important skill to master. With strengthened reading skills, ESL/EFL readers will make important progress and attain greater development in all academic areas.” (p.

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