خلاصه ماشینی:
"The Comparative Effect of Summarizing and Concept Mapping on ESP Learners’ Reading Comprehension of EAP Texts Behdokht Mall Amiri Assistant Professor of Applied Linguistics, Islamic Azad University Central Tehran Branch, Iran Hojat Sarlak MA in TEFL, Islamic Azad University Central Tehran Branch, Iran Abstract Keywords: Introduction To catch up with the changing world, students are supposed to be lifelong learners.
Alternatively, our conception of reading comprehension has shifted to an interactive process in which a reader is actively involved in using available content and formal schemata to construct meaning (Carrel, Devine, & Eskey, 1988; Rumelharts, 1984; Swaffar, 1985).
For this purpose, the following question was raised: 120 Is there any significant difference between the effect of concept mapping and summarizing on ESP learners’ reading comprehension of EAP texts?
By virtue of the significant difference between the means of the two groups, the null hypothesis stating that there is no significant difference between the effects of concept mapping and summarizing on ESP learners‟ reading comprehension of EAP texts was rejected.
Three studies (Alvermann & Boothby, 1983; Armbruster, Anderson, & Meyer, 1991; Griffin, Malone, & Kameenui, 1995) in the area of social studies used concept-mapping tool to help students organize information from expository texts and comprehend content area reading.
Teachers need to familiarize themselves with the most useful reading strategies such as concept mapping in order to break the dull and boring translation routine in EAP classes, involve participants in active reading, and enable their students to both remember and categorize information."