![]() ![]() Repeated reading (RR) was devised by Samuels to develop reading fluency in English L1 readers, and instantiate Automaticity Theory in practice. Developing fluency in L2/FL reading has become an important pedagogical issue in L2 settings and one major component of reading fluency is fast and accurate word recognition. Reading in a foreign or second language is often a laborious process, often caused by underdeveloped word recognition skills, among other things, of second and foreign language readers. Pedagogical implications and recommendations for further research are also discussed. Significant correlation yielded only for the short-answer questions, but not for the summary. ![]() Results suggest that students' vocabulary knowledge at the 2,000-word and the 3,000-word levels was correlated to their reading comprehension. The Vocabulary Levels Tests were used to measure students' vocabulary knowledge in relation to the different measures intended to test their reading comprehension and summary abilities. Thirty-seven year-4 secondary students in a neighbourhood school in Singapore participated in this study. Given that students and teachers often cite vocabulary as the biggest hurdle in reading, this study was undertaken to explore the role of vocabulary in reading comprehension. However, in relation to a sociocultural context such as Singapore, where English is designated as an L1 in the school curriculum but the majority of students still learn it as an L2, little is known about how students' vocabulary size could affect their reading comprehension. The crucial role of vocabulary knowledge in reading comprehension has been well recognized in first language (L1) situations and this has appeared to be true of second language (L2) settings as well. However, there was no significant difference between boys and girls, and freshmen and sophomores as a result of different types of instruction. The highest mean belonged to the third week, when the students read a passage with the same topic before the test as the treatment, followed by the collocation instruction. According to the results demonstrated by the statistical program, a significant difference was found in reading comprehension among the participants based on the type of instruction they received. All the students were requested to complete a reading comprehension test, adopted from the paper-based TOEFL tests, after each type of instruction. And finally in the third week, the students read a reading passage which had the same topic as the reading test before it was about the communication and behavior of ants. In the second week, they were taught the difficult lexical collocations of the reading text along with their Farsi equivalents before taking the test. In the first week, they received a text that was culturally familiar to them it was about the origin and development of banks and corporations in Iran. In the treatment period, all the students received three different types of instruction in three consecutive weeks, and took a reading comprehension test after each type of instruction. ![]() They were chosen from among 45 students based on their scores in the reading comprehension tests. There were thirty-eight English Translation students in Chabahar Maritime University participating in the present study, 15 freshmen and 23 sophomores. This study investigated the effects of lexical collocation, topic and cultural familiarity on Iranian EFL learners' reading comprehension. ![]()
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