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Abbasian, G., Maskukian, S. (2009). Schemata-Building Role of Teaching Word History in Developing Reading Comprehension Ability. Journal of English Language Pedagogy and Practice, 2(5), 1-25.
Gholam-reza Abbasian; Saeid Maskukian. "Schemata-Building Role of Teaching Word History in Developing Reading Comprehension Ability". Journal of English Language Pedagogy and Practice, 2, 5, 2009, 1-25.
Abbasian, G., Maskukian, S. (2009). 'Schemata-Building Role of Teaching Word History in Developing Reading Comprehension Ability', Journal of English Language Pedagogy and Practice, 2(5), pp. 1-25.
Abbasian, G., Maskukian, S. Schemata-Building Role of Teaching Word History in Developing Reading Comprehension Ability. Journal of English Language Pedagogy and Practice, 2009; 2(5): 1-25.

Schemata-Building Role of Teaching Word History in Developing Reading Comprehension Ability

Article 1, Volume 2, Issue 5, Summer and Autumn 2009, Page 1-25  XML PDF (172.89 K)
Document Type: Research Paper
Authors
Gholam-reza Abbasian email 1; Saeid Maskukian2
1Imam Ali University
2Isalmic Azad Uniersity, Garmsar Branch
Abstract
Methodologically, vocabulary instruction has faced significant ups and downs during the history of language education; sometimes integrated with the other elements of language network, other times tackled as a separate component. Among many variables supposedly affecting vocabulary achievement, the role of teaching word history, as a schemata-building strategy, in developing reading comprehension has received the least, if not any, attention. This study was an attempt, in fact, to explore the possibility of an integration of word history and reading comprehension ability of a group (No=100) of Iranian intermediate EFL learners. To conduct the study, 60/100 participants, identified as homogeneous members based on the Comprehensive English Language Test (CELT), were randomly divided them into two groups; an experimental and a control group. They were exposed to a teacher-made pretest and a post-test to check the participants' knowledge of word history and reading comprehension ability prior and posterior to the experiment. Pertinent statistical analyses proved that teaching word history plays both statistically and affectively, through enhancing motivation and attitude, meaningful schemata-building role in developing reading ability. Pedagogically, resort to word history may then be suggested as an effective and affective mechanism as far as teaching language skills, in particular reading, is concerned.   
Keywords
Vocabulary; Word History; Schemata; Reading skill
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