Cohesive Readability of Expository Texts and Reading Comprehension

The present work investigates the relationship between cohesive readability of expository texts and reading comprehension ability of Iranian EFL learners. Moreover, it sought to see in which level of language proficiency participants are more sensitive to reduction of cohesive readability of expository texts. A process of data collection and data analysis was carried out. By application apt software a series of results were obtained; first, there is a positive relationship between cohesive readability of expository texts and reading comprehension ability of EFL university students. Second, the results showed that language proficiency and cohesive readability level are significantly related as far as the effect on comprehension of expository texts is considered.The result of this study would be useful by grading expository texts on several dimensions of language and discourse, specifically about cohesive readability facet, and for matching texts to particular classes of readers.

Autorentext

Azadeh Moladoost is a graduate of Isfahan University, Iran. She obtained her MA degree in TEFL (teaching English as a foreign language) in 2009. Since 2005 she has worked as a language teacher, teaching general, and ESP courses in Isfahan University of Medical Sciences. She also works as a translator, and researcher in TEFL.