Abstract
Reading strategies are plans for solving problems encountered during reading while learners are deeply engage with the text. So, comprehension is not a simple decoding of symbols, but a complex multidimensional process in which the leaner draws on previous schemata applying strategies consciously. In fact, metacognitive strategies are accessible versatile vehicles if the readers are aware and cognizant of their applications. This paper studied the most frequent used strategies by Iranian ESP students. Fifty six students completed 30-item questionnaire of MARSI (2002). It included three strategy categories: Problem Solving strategies (PROB), Global Reading strategies (GLOB), and Support strategies (SUP). Results indicated that students at the highest level perceived PROB strategies up to 58.93%, SUP strategies up to 32.14%, and GLOB strategies up to 30.37%. Ranking the individual strategies represented that the highest used strategies are strategy 8 (overall mean= 3.51), strategy 20 (overall mean=3.52) and strategy 11 (overall mean=3.77). Keywords: ESP, Metacognitive strategies, Problem Solving strategies, Global Reading strategies, Support strategies
Highlights
Reading is the bases of literacy, and absorbing meaning is the final goal of it
Considering the "key to average" provided in MARSI inventory (2002), and comparing the overall mean scores of the three main categories the results show that none of them is used at the lower level
Individual scores from the questionnaires that were grouped together according to their sub scale categories were entered to descriptive entry of Statistical Package for Social Sciences (Spss) 18th
Summary
Reading is the bases of literacy, and absorbing meaning is the final goal of it. Hoover and Gough (1990) defines reading as the "product of decoding and comprehension" (Flynn & Stainthorp, 2006, p. 42). Hoover and Gough (1990) defines reading as the "product of decoding and comprehension" Reading development does not happen in one stage; reader shows weaknesses at the early stages and makes use of strategies to compensate for his/her shortcomings and to make the best use of his /her knowledge. Decadesago and Dolores Durkin (1978-1979) in McLaughlin (2010) define reading as "comprehension" and teaching should focus on the strategies reader applies to make sense of the text. Competence as "non-observable ability" is a kind of knowledge while comprehension is a kind of performance, a "willful act" (Brown, 2006, pp.). Clustering the words is purposeful and reading is to decode the meaning potential of the text
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