A Critical Overview of Models of Reading Comprehension with a Focus on Cognitive Aspects
الموضوعات : Research in English Language Pedagogy
Mohammad Taghi Shahnazari
1
(University of Isfahan, Iran)
Azizollah Dabaghi
2
(University of Isfahan, Iran)
الکلمات المفتاحية: Reading Models, EFL learners, Cognitive Process, Attentional Resources,
ملخص المقالة :
Abstract Reading is a cognitive activity involving skills, strategies, attentional resources, knowledge resources and their integration. The reader’s role is to decode the written symbols to allow for the recovery of information from long-term memory to construct a plausible interpretation of the writer’s message. Various number of reading models have been proposed by researchers among which some focus on motivational and emotional aspects of reading. Others highlight the cognitive aspects of reading. In this study, the models characterizing reading in terms of cognitive aspects are revieweded, and different viewpoints on the reading process are described. This may help EFL/ESL teachers to improve their understanding of the reading process, update their perspectives on teaching reading tasks which in turn might result in more efficient learning by not putting too much cognitively demanding reading tasks on EFL/ESL learners.
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