III   This study was an attempt to determine the effect of task-based approach vs. traditional approach on the narrative and expository writing of the Iranian EFL learners. There were two control groups as well as two experimental ones in the current study. In the two control groups namely G1 and G2 narrative and expository writing were taught respectively using the traditiona...

Purpose To understand complex expository text, readers often engage in metacognitive comprehension monitoring. Metacognitive monitoring is assumed to rely on basic cognitive abilities (working memory updating, short-term memory, verbal intelligence). These decrease later adulthood. We thus compared younger and older adults their examined whether performance differences are mediated by abilities.

Designing appropriate materials and activities to enhance vocabulary learning is one of the primary goals of language courses. Among the claims about efficient pedagogical tasks is the Involvement Load Hypothesis (Laufer & Hulstijn, 2001) according to which vocabulary development is contingent on the amount of cognitive process a task involves. Building on the previous research on this hypothes...

A study exploring texts at different academic levels. Abstract 26 27 In this study we propose an integrated method to automatically evaluate very brief 28 summaries (around 50 words) using the computational tool Latent Semantic Analysis 29 (LSA). The method proposed is based on a regression equation calculated with a corpus 30 of a hundred summaries (the training sample), and is validated on a ...

Abstract Research on text comprehension in relation to the reading medium (paper or screen) has mainly involved undergraduate high school students. To advance current knowledge effects of medium, this longitudinal study focused beginner readers, specifically, role precursors first graders’ narrative and expository linear texts from paper computer screen. Working memory inference skills as cogni...

This investigation assessed the written keystroke savings of five available assistive communication technologies (ACTs): E Z Keys, Predictive Linguistic Program, Words Strategy, Write 100, and a generic encoding technique. Each ACT was used to type 20 written expository texts composed by nondisabled individuals from four grade levels (4th, 8th, 12th, and college). Evaluation of keystroke saving...

This article focuses on the ability to use linguistic forms in ways that are appropriate to the constraints of genre (expository discourse) and modality (writing and speech) in the course of monologic text production, as an ability whose development spans many years and requires considerable experience and schooling. The use of the French subject clitic on is examined in written and spoken expo...