Analyzing Post-Reading Comprehension Questions and Task Types in "Four Corners"

Autor/inn/en	Baleghizadeh, Sasan; Zakervafaei, Hamidreza
Titel	Analyzing Post-Reading Comprehension Questions and Task Types in "Four Corners"
Quelle	In: MEXTESOL Journal, 44 (2020) 1, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reading Comprehension; Content Analysis; Taxonomy; Second Language Learning; Second Language Instruction; English (Second Language); Instructional Materials; Classification; Task Analysis; Communicative Competence (Languages); Textbooks; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Leseverstehen; Inhaltsanalyse; Taxonomie; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Classification system; Klassifikation; Klassifikationssystem; Aufgabenanalyse; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Textbook; Text book; Schulbuch; Lehrbuch; Ausland
Abstract	This study investigated the post-reading comprehension questions and task types in the "Four Corners" series based on Freeman's (2014) taxonomy, which was developed, specifically, for the L2 reading context covering a wider range of question types compared with previous taxonomies. While literature abounds with studies investigating the cognitive level of EFL materials, there is a scarcity of research on reading comprehension questions and tasks based on the abovementioned taxonomy. To fill the niche, the study followed a descriptive content analysis procedure. The post-reading comprehension questions in each level were categorized and counted by the researchers and a second rater. The Kappa coefficient was 0.91. The results showed Content type was the most dominant in levels one, two and three. However, in level four, Language type outnumbered the other types. As revealed by the results, Explicit, Personal, Implicit, and Lexical types were the most common reading comprehension questions in levels one, two, three and four respectively. The results of the Kruskal Wallis test for independent samples demonstrated that there is a significant difference in Explicit, Implicit, Lexical, Reorganization types across levels. It was also revealed that among all reading comprehension questions in the whole series, the Personal Response category enjoyed the highest percentage of occurrence while no reading comprehension questions targeted Form. The descriptive result of the study could provide a sound guiding framework for EFL/ESL teachers who would like to develop their own reading comprehension questions and tasks. It could also help materials users evaluate the reading section of one of the popular EFL books in Iran, as in other parts of the world. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01