The Key for Successful Reader-writer Interaction: Factors Affecting Reading Comprehension in L2 Revisited

| February 5, 2014 | 0 Comments

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Title

The Key for Successful Reader-writer Interaction: Factors Affecting Reading Comprehension in L2 Revisited

Author

Karim Sadeghi

Urmia University, Iran

 

Bio Data:

Karim Sadeghi has a PhD in TEFL/TESOL (Language Testing) from the University of East Anglia in Norwich, UK. He is currently lecturing and researching in Urmia University, Iran. His contributions have appeared in the Asian EFL Journal, The Reading Matrix, Reading in a Foreign Language and Journal of Adolescent and Adult Literacy.

Abstract

Language comprehension in general and reading comprehension in particular are very complex processes, and in order to find out how readers manage to decode written symbols on the page, it seems imperative that the process underlying the activity and the variables underpinning the product of that process be scrutinised. There is an amazingly large body of literature and research on the issue of how the goal of comprehension is arrived at; however, there seems to be no systematic framework incorporating the vast array of factors involved in affecting the communication between the reader and the writer. The extract in the title from a university EFL learner’s comment during a final term-exam on Advanced Reading Skills in January 2008 at Urmia University (Iran) forces us to re-examine our conceptions about what it is that may contribute to arriving at comprehension and whether reading without comprehension may still be called reading. This paper is accordingly an attempt to provide a comprehensive framework for better appreciating the interplay of variables playing a part in the reader’s success to grasp the intended message, with a particular focus on EFL encounters.

Key words: reading comprehension, reader-writer interaction, L2 reading, TEFL/EFL/ESL

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Category: 2008