The Effect of Text Type on The EFL learner's Comprehension | ||
| Journal of Tikrit University for the Humanities | ||
| Article 1, Volume 19, Issue 2, February 2012, Pages 466-490 | ||
| Author | ||
| Marwan Mizher Sahab | ||
| Abstract | ||
| ABSTRACT It is usually known that comprehension is a skill that comes from experience and it is required to be continually improved by means of different kinds of reading material. Reading comprehension is the process of constructing meaning from text. The goal of all reading instruction is finally targeted at helping a reader comprehend text. Reading is a receptive language process. It is the process of recognition, interpretation, and perception of written or printed materials. Reading proficiency plays a great role in understanding a written statement accurately and efficiently. The problem of the present study is that English foreign language learners (henceforth. EFL) face difficulties in constructing meaning when they read literary text. It is believed that constructing meaning is the goal of comprehension. True comprehension goes beyond literal understanding and involves the reader's interaction with the text. Chastain (1988:235) visualizes that literature is no less reading, because it includes writing at a higher artistic level than does a note from friend or any ordinary text. The main differences between reading literature and nonliterary text lies in constructing meaning, interpreting and analyzing the text. The main purposes of this study are to investigate the students performance in the College of Education (henceforth, CE) at the university of Tikrit in the area of comprehension, find out the differences in the number of errors, identify and classify the students errors. To achieve the purpose of this study, a written diagnostic test has been built. A sample of 50 students has been selected from third year students in CE. Students responses have been analyzed, classified and discussed. The results of this study reveal that EFL learners make errors of different sources of the test. It is also clear that EFL learners encounter more complex and problematic errors at the second part of the test (literary text) and that their performance is inefficient in this area. This study is limited to the third year College students at the Departments of English – at the CE of the University of Tikrit during the academic year 2010/2011. | ||
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