چکیده:
Our understanding of the role of language chunks in reading comprehension has increased due to numerous researches. However, there is still a wide gap between research and practice. Discussing the role of vocabulary and then the importance of language chunks in reading comprehension, this paper intends to fill the gap by suggesting some examples of chunk-based classroom activities to be implemented in our actual reading classes. The paper also aims to show that by developing the students’ ability to chunk the reading texts, we would be able to foster their reading comprehension.
خلاصه ماشینی:
"The other methods may have their own undisputed values; however, we tried to present and emphasize the advantageous features of the language chunks which warrant their restoration as teaching units in our reading classes.
Table 1 (pre-reading task) Traditional Text-books Chunk-based text-books Sement Segments of society Society Interpreting financial information Interpret Communicating financial information Financial Interpreting results Information Aspects of accounting Communicating Economic entity Interpreting Exciting discipline Results Art of accounting Aspects Language of business Accounting Securing of funds Economic Business operations Art Acquired capital The benefit of presenting the words in chunks is that getting chunks would speed up the students’ comprehension in the reading phase.
Working on an ESP text, one of the students has done this classroom activity in the following way: factors make language chuncks easy to pick up and memorize; first, they are retrieved easily; second, they are dual in nature; third, they have constitutional meaning; and last, they occur frequently.
The role of language chunks, multiword lexical units, has been stressed in both first and second language learning research (see Richard & Rodgers, 2001, pp.
103) have observed that a significant amount of the English language is made up of chunks or lexical phrases which range from phrasal verbs to longer institutionalized expressions (Lewis, 1993, 1997).
As many teachers of English may attest, when students are faced with an unfamiliar text in the foreign language, the first challenge seems to be the vocabulary (Grabe & Stoller, 1997, pp."