The Impact of Word Knowledge and Reading Comprehension Strategies on the Learners’Autonomy in ESP Text Materials

To acquire reading comprehension in a second language or foreign language is a top priority for millions of learners.

As explained in this section, the results of these studies indicate that the use of the strategy

Context In this regard, teaching learning strategies, especially meta-cognitive strategies

The treatment method used. As a result, researchers are confident of the conditions they need.

As shown in Table 7, there is a big difference between before and after testing.

The first question of the study is unknown. Therefore, the next step is taken

Group However, it is difficult to judge whether there is such a significant difference in EG1 at this time.

Krashen and Terrell (1983) proposes two criteria for judging whether reading comprehension materials are suitable for ESL learners. 1 is an easy-to-understand level of complexity, 2) it must be interested readers. 1) Complexity is determined by the learner's own language and 2) text is related to the learner's personal interest, so reading the text obtained from the learner's experience meets these two criteria . LEA is the most fundamental and original form of simple transcription of individual learner's personal experience. As teachers and assistants (or combined ability courses, more skilled learners) are sitting with learners, learners can see what is being written. The conversation starts with a conversation. It is caused by conversation, possibly photographs, topics of interest to the learner, reading of the text, or learners involved events.

What is the role of learners? What is the job he / she is facing? Learners participate in the ESP class and are especially interested in learning strategies, knowledge of topics, and tightly structured adult learning strategies. They are responsible for honing their English skills to reflect their mother tongue's knowledge and skills. When people understand and find interesting context, they have the opportunity to understand and use the language, they learn the language. In this view, ESP is a powerful tool for this opportunity. Students learn English when they learn materials that they think are interesting and relevant, and they can use them for professional work or further research. The more they focus attention on the meaning of the language that the students listen or read, they become more successful, and the more you need to concentrate on language input or isolated language structures, you do not have to take the course.

Hammadon (1991) says that: "Reading comprehension is not about understanding words, sentences, even texts, but about the complex interactions of the reader's previous knowledge, language skills, and learning strategies" (p. 30). So reading strategies are very important to understanding. Various kinds of reading strategies are introduced to teach students of all levels. However, few researchers are studying the relationship between reading comprehension and reading by students. In HETC, not only to learn English but also to learn English with interest, to promote career to achieve long-term goals, especially when some people are assigned to this site or overseas , You can read it. I work. In their learning process, most students faced major challenges in dealing with reading texts. So what is the main reason for this situation?