تاثیر فعالیتهای پیش از خواندن مبتنی بر محتوا بر درک مطلب یاد گیرندگان دبیرستانی زبان خارجی

most specialists in the field of foreign language teachingconsiderreading skill as an interactive process between the reader’s prior knowledge and the text.accordingly, the activation of prior knowledge for an effective comprehension is very important. it is generally agreed that the pre-reading phase is the stage where this type of interaction and activation may be enhanced throughcertain strategies and techniques to achieve the ultimate goal of reading, i.e. comprehension. in this study,the pre-reading phase is under enquiry and the impacts of three pre-readingtechniques, the brainstorming, the kwl (what i know, want to know, andlearned), and the pre-questioning techniques, on reading comprehension are examined. 125 high school students, both boys and girls, studying in pre-university courses in tarom, zanjan, participated in the study. they were assigned to four groups: one control group and three experimental groups for each of the three pre-reading techniques. the results of data analysis indicated that all the experimental groupsthat used the pre-reading techniques did significantly better in their comprehension as compared tothe control groupwhich received no technique. the kwl group exceeded the other two groups in their reading performance. findings imply that teachers can make up for the shortcomings in the course book by means of these techniquesand material developers are responsible for failure and can provide better conditions for learning.